Abstract

GOMES, Kally Samara Silva Medeiros  and  FARIA, Lenilda Rêgo Albuquerque de. THE INITIAL TEACHER TRAINING IN THE BRAZILIAN CONTEXT AND ITS IMPLICATIONS IN LICENSEE TRAINING. Revista Teias [online]. 2019, vol.20, n.58, pp.299-318.  Epub Dec 26, 2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.44994.

This article aims to present a study on theoretical and methodological impasses in the field of initial teacher training, aiming to discuss the contours assumed in the training of graduates in the current Brazilian context. The present work deals with a bibliographical research of qualitative approach, that has as theoretical reference the analyzes of Antunes (2002); Faria (2011); Freitas (1996; 2014); Frigotto (2010); Libâneo (2010); Marx (2006); Oliveira (2004; 2013); Paulo Netto e Braz (2006); Pimenta (1997; 2002; 2010); Saviani (2007; 2009; 2011) and Severino (2001; 2004; 2007). The text initially presents a succinct introduction on the theme in question. It then describes the methodology used to construct the study. In continuity, it emphasizes the categories labor and education as the ontological bases of social being and the changes of meaning under the order of capital. Later, he briefly points out the impacts of neoliberal reforms on teacher education in Brazil. Next, it presents the paradigms of the formation of teachers and their implications in the formation of the graduates. He ends by pointing out the importance of the articulation between the teaching knowledge as the constitutive basis of the professional identity of the teacher.

Keywords : Initial teacher training; Licensing; Teacher.

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