Between the school's form and the university's form in teacher training

The Case of the National Plan for the Training of Teachers of Basic Education

Bibliographic Data

ID4283530
AuthorsAndréia Lopes Pacheco Vasques (0000-0003-4684-0374, Prefeitura Municipal de Rio Claro, Brasil), Flavia Medeiros Sarti (0000-0003-2926-5873, Universidade Estadual Paulista (Unesp))
Year2022
Volume27
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782022270083
OpenAlexW4295135570
SCIELO_PIDS1413-24782022000100252
LanguageEN
References cited16

This article focuses on teacher training models targeting in-service teachers in Brazil. It analyzes the organization, the training tools, and the concepts of practice and knowledge present in the First Licentiate Degree in Pedagogy of the National Plan for the Training of Teachers of Basic Education [Curso de Primeira Licenciatura em Pedagogia do Plano Nacional de Formação de Professores] (Parfor), in seven campi in different Brazilian regions. By combining initial and continuing education, the course has the challenge to propose a training model that caters to teachers' professional demands. The analysis of official documents and interviews conducted with course coordinators shows proposals marked by the forms of socialization practiced at school and university. This configuration produces tensions regarding the training models and the professional condition of teachers-students that have already gone through training processes and professional socialization. The results indicate the need to build a professional culture of teacher training in the intersection between the work field and the university

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