Resumo

JUNG, Hildegard Susana  e  ALMEIDA, Maria de Lourdes Pinto de. POLICIES FOR TEACHER TRAINING AND WORK IN THE CONTEMPORARY WORLD: A DISCUSSION BASED ON THE GRAMSCIAN CONCEPT OF ORGANIC INTELLECTUAL. Contrapontos [online]. 2017, vol.17, n.4, pp.729-743. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v17n4.p729-743.

This article on teacher training policies and the teaching profession brings a review of the literature on the subject, highlighting the requirements that are imposed on these professionals in the contemporary pedagogical practice in schools. Theoretical in nature, the objective of this study is to promote debate on the demands that contemporaneity places on the teacher, and the need for training and professionalization of their practice. The task of educating teachers to work in the school of 21st century society is complex, but the legacy of Gramscian theory has contributed to putting these values in check, especially when we study the concepts of organic intellect. With this debate, it is hoped that education policies will be analyzed, not only in terms of the theory that the State disseminates, but rather, from a historical-critical perspective, showing the contradictions at work, in an attempt to promote the identity of the professorship and its professionalism, and thereby improve the quality of education, beyond the market.

Palavras-chave : Initial training policies; Teacher Training and Teaching; Organic Intellect.

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