Resumo

ALBUQUERQUE, Helena Machado de Paula; HAAS, Celia Maria  e  ARAUJO, Regina Magna Bonifácio de. Teaching in the education training licensure programs: what teachers say about the National Curriculum Guidelines. Rev. Diálogo Educ. [online]. 2017, vol.17, n.52, pp.527-554.  Epub 02-Mar-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.052.ao01.

This paper puts forward what teachers engaged in education courses in the institutions involved in the research on “The meaning of being an educator for the students of the new education training licensure programs,” which was conducted between 2010 and 2011, having three universities - a private institution, a municipal and a federal one - located in the southeast of Brazil as its field, must say. A methodology with a qualitative approach was adopted in the research process, along with documentary research of legislation and the educational designs of the institutions. Three categories substantiated the research: the meaning of being an educator, the educational design and the curriculum, and the new legislation. In 2006, aligned with neo-liberal trends, Resolution No. 1 of the National Council for Education was passed. Such resolution instituted the new national curriculum guidelines for the education program (DCNs). Although it has not prevented the training of professionals in education, it has made it difficult because the excessive requirements on teacher training. The research findings indicate that in the newer programs, implemented after 2006, teachers become aware of the incorporation of the concept of Education Professionals in management training for education programs. However, in the earliest program, teachers believe that, although they do not cause an impediment, they prevent management training in practice, and they find it difficult to disengage from the previous culture of the program. They feel somewhat nostalgic about that program, and they consider that the new guidelines had to be hastily implemented, without the previous discussion required with the ones responsible for their implementation. There is an agreement among the three groups that there was innovation in educational projects after the adoption of the guidelines, especially the effort in integrating theory and practice and the expansion of leeway for elementary school teaching methodologies. Most interviewed teachers say that the educational projects of the programs in which they work take on the teacher training with all the requirements prescribed by the DCNs. All the institutions presented a challenge in common: to articulate the general and specific training of the educator, covering all the official pre-requisites for the teacher training.

Palavras-chave : Public policies; Teacher training; National curriculum guidelines; Education program; College teaching.

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