Plano Nacional de Educação (2014-2024): política de formação de professores da educação básica.

• Ano de defesa: 2016
• Autor(a) principal: Fiorese, Gilmar
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Plano Nacional de Educação; Política de formação de professores; National Education Plan; Teacher training policy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/7752

The object of this research is the analysis of the PNE - National Education Plan (2014 - 2024): Basic Education Teacher Training Policy. The objective of the research is to verify which conception of education guides the political proposal of basic education teacher training, of the National Plan of Education. The thesis that we defend is oriented in the affirmation that, in essential, the training policy proposed by the PNE, fits in with a neoprodutivist and neotecnicist conception of education, and does not present a rupture with the existing training policies. The research was carried out from documentary and bibliographical research. Because we understand that the material conditions of existence are also conditioning factors in the formation of the individual, we use historical materialism as a method, having as theoretical reference Araujo (2010; 2010a); Cury (1992; 2005; 2011); Freitas (2012; 2013; 2013a); Kuenzer (2009; 2011); Marx (1982, 1984, 1999); Peroni (2003; 2015); Shiroma (2003); Shiroma Campos; Garcia (2005); Saviani (1994, 2003, 2007, 2009, 2012, 2014, 2014a). The analysis is organized into four chapters. In the first chapter, based on the assumption that the teacher training process is articulated with a concrete material reality, we explain the theoretical-methodological guidance that supports this research. In the second chapter, we analyze teacher education policies in the current context, with emphasis on state reforms and the influence of neoliberal thinking in the direction of educational reforms, and in accordance with the demands of production and the market today. In the third chapter, we present some aspects that characterize historical antecedents regarding the idea of Plan, as well as certain aspects specifically related to the National Education Plan 2014-2024. Finally, in the fourth chapter, which constitutes the central part of the investigation, we analyze the Proposed policy for the training of teachers of basic education in the text of the National Education Plan (2014 - 2024), based on five categories of the object: working conditions and training; Formation and meritocracy; Training based on practice; Collaboration and training regime; The formation of the teacher and the lack of commitment of the State. Based on the analysis of these categories, we affirm that the teacher education policy proposed by PNE is guided by a neoprodutivist and neotechnicist conception of education and, therefore, does not effectively propose a rupture with the existing policies of formation.