Resumen

PEREIRA, Maria de Fátima Rodrigues; TORTATO, Márcia Adriane Falat  y  MARCOCCIA, Patrícia Correia de Paula. Paradox of the continuing teacher education policies of the Brazilian public basic school. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1130-1148.  Epub 05-Feb-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ds07.

The objective of this paper is to problematize the paradox that involves the policies of continuing education of the teachers of Basic Education in Brazil, after the National Education Guidelines and Framework Law - LDB no. 9,394/1996. The concept of paradox in the education of teachers is anchored in Paul Ricoeur’s theses, essentially in the paper Le Paradoxe Politique (1957). The problem that guides this study is: What contradictions do the policies of continuing teacher education in Brazil after LDB no. 9,394/1996 assume? Through historical policy research, resolutions and decrees regarding the continuing education of Basic Education teachers were analyzed. In addition, analyzes of findings of empirical research conducted in 2018 with teachers from the education system of the state of Paraná, Brazil, on the policies of continuing teacher education are presented. The study allows to point out that the paradox arises from the fact that, despite the principles of collaboration that guide teacher education policies and legislation draw that the central axis of teacher education are the real needs of public school, the purposes, predominantly of continuing education, are little linked to the interests of the public school.

Palabras clave : Paradox; Continuing teacher education policies; Public school.

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