Banca de QUALIFICAÇÃO: ANA CAROLINA COSTA GUIMARÃES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ANA CAROLINA COSTA GUIMARÃES
DATA : 30/05/2022
HORA: 14:00
LOCAL: on-line
TÍTULO:

Senses of formation in the new reforms: a study on the discourses produced by teachers in relation to BNC-Formação

PALAVRAS-CHAVES:

BNC-Formação; Teaching formation; Curriculum Policy

PÁGINAS: 56
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
ESPECIALIDADE: Teoria Geral de Planejamento e Desenvolvimento Curricular
RESUMO:

Between clashes and disputes of influence, the Resolution CNE/CP No.2 of December 20th, 2019 is presented and defines the Diretrizes Curriculares Nacionais para a Formação Inicial de Professores para a Educação Básica and institute the Base Nacional Comum para a Formação Inicial de Professores da Educação Básica (BNC-Formação). Taking as a focus of analysis the production of meanings carried out by teachers within the context of the practice that the research proposed here seeks to understand the resignifications that teachers working in teacher formation courses at UERN produce in relation to the new curricular/educational reforms addressed teacher formation, focusing on BNC-Formação. Therefore, it seeks to identify, based on the analysis of legal documents, which training meanings are provided in the text of the BNC-Formação.Understand, from the teachers' speeches, the implications of BNC-Formation in the process of teacher formation. From the understanding of the complexity of the political process, it chooses to analyze the policies addressed to teacher training within the approach of the Continuous Policy Cycle by Ball and collaborators (1992), understood as a heuristic resource to think about how this policy is starting, which groups, institutions, struggles and disputes are being developed in the midst of it, we still intend to carry out this analysis articulated with the Theory of Enactment by Ball, Maguire and Braun (2016), since we seek to pay attention to the resignifications of meanings produced by teachers in relation to the policies. The studies by Avelar (2016), Lopes (2006, 2013, 2015), Mainardes (2006, 2009, 2015) are taken as a reference and is based on the understanding of curriculum as a border space of cultural enunciation (Macedo, 2006; Frangella, 2009) and as a discourse that builds meanings (Lopes and Macedo, 2011). The research is characterized as a qualitative approach as defined by Bogdan and Biklen (1994), in addition to being bibliographic, documentary and empirical. Using these resources, it intends to understand the influences and articulations between the policies that focus on the initial training of teachers and the disputes that involve and give a regulatory character to these from the concepts of managerialism and performativity, through the influences of global organizations.

MEMBROS DA BANCA:
Presidente - 2473 - MEYRE ESTER BARBOSA DE OLIVEIRA
Interna - 1644 - MAYRA RODRIGUES FERNANDES RIBEIRO
Externa à Instituição - ROSANNE EVENGELISTA DIAS - UERJ