Resumo

OLIVEIRA JUNIOR, Ailton Paulo de; PRATA-LINHARES, Martha Maria  e  KARWOSKI, Acir Mário. Professional development in the higher education of brazilian federal institutions context. Ensaio: aval. pol. públ. educ. [online]. 2018, vol.26, n.98, pp.52-90. ISSN 0104-4036.  https://doi.org/10.1590/S0104-40362018002600902.

The objective of this study was to identify which actions are developed by the Federal Institutions of Higher Education (IFES) in Brazil regarding continuing teacher education for Higher Education. For this, an instrument (questionnaire) was applied to collect information that sought to identify the existence of an institutional policy of continuing education for teachers in the Federal Institutions of Higher Education. To this end, a questionnaire was drafted by a group of professors in the ambit of the College of Graduating Pro-Rectors (COGRAD), which sought to identify the existence of an institutional policy of continuing education for its teachers. There is a growing trend that continuing education is a new form of professional regulation rather than promotion of teacher professionalization. Indications are given for continuing education actions, possible government incentives or public policies that can boost teacher training programs and that carry out dialogue with the federal government, teachers’ associations, technical-administrative associations, students and society in general, indicating actions of a teacher professional development policy.

Palavras-chave : Teacher education; Higher education; Federal institutions; Brazil.

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