Abstract

GEHRKE, Marcos  and  MALLAT, Juliana Domit. EDUCATIONAL POLICIES AND INITIAL TEACHER TRAINING: THE DIDACTICS IN RESOLUTION 002/2015. Contrapontos [online]. 2018, vol.18, n.2, pp.89-104. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v19n2.p89-104.

It presents research data on Initial Teacher Training, in the historical trajectory of educational policies with a focus in the 1990s up to the present time. It situates it as a current issue in the different historical times and in this context marks the advances and setbacks in the conquest of the right; extension of time in counterpoint to the insistence lightening in the formation; disputes between public and private care; a curriculum always in dispute. It analyzes educational policies from the 1990s on the initial training of teachers, highlighting the importance of Didactics in the theoretical-legal framework for the restructuring of undergraduate courses in IEs, provoked by resolution 02/2015 (BRAZIL, 2015) in vogue in Brazil. It provides documentary analysis from the Guidelines and Bases Law (BRASIL, 1996), the National Guidelines for the Initial Formation of Teachers (BRASIL, 2002, 2015), and bibliographical studies from the educational policies category (GATTI, 2009; the field of Didactics and the training of teachers with (LIBANEO, 1985; MARINS, PIMENTA, 2015; MARTINS & ROMANOWSKI, 2015; VEIGA, 2012). Emphasizes that resolution 02/2015, in the current policy of teacher training, expresses the contradiction and should stimulate a broader debate on the crisis in teacher training. It argues that the field of didactics is indispensable to the initial formation of teachers, especially from the need to teach the origins, history and epistemology of the different areas of formation, overcoming the premise of solving the divorce between the current needs of the basic education school and the training promoted in the areas of higher education.

Keywords : Initial teacher training; Educational policies; Didactics.

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