Resumo

VOIGT, Jane Mery Richter  e  PESCE, Marly Krüger de. CURRICULAR GUIDELINES FOR TEACHER EDUCATION: VIEWS OF TEACHER EDUCATORS. Contrapontos [online]. 2018, vol.18, n.1, pp.102-114. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v18n1.p102-114.

The aim of this article is to discuss how teacher educators who work with pedagogical subjects, understand the impacts of the guidelines for initial teacher education. Data for this research, which uses a qualitative approach, were collected through interviews with teacher educators working with degree courses. The data analysis took into account the National Guidelines (Brasil, 2002; 2015); and authors such as Tardif (2011), Imbernón (2011) and Dourado (2015). The results indicate that for the educators, different types of knowledge have common interfaces, and the relationship between the university and basic education is fundamental, as the school is recognized as a space of training. However, there was a silence in relation to aspects pointed out in the Guidelines, such as the education of the teacher as a researcher, which is essential for teaching performance and training, considering the demands and challenges of education.

Palavras-chave : Teacher training education; Educational practices; Curricular Guidelines.

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