Banca de DEFESA: PATRÍCIA MENEZES DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : PATRÍCIA MENEZES DOS SANTOS
DATE: 31/05/2024
TIME: 14:00
LOCAL: FACED On Line
TITLE:

THE OECD FORMULATIONS FOR EDUCATION AND THEIR INTERFACES WITH THE NATIONAL COMMON BASE FOR TEACHER TRAINING (BNC-FORMAÇÃO) IN BRAZIL

KEY WORDS:

Teacher education. BNC-Training. International Organizations and OECD.

PAGES: 267
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

The present research has as its object of investigation the OECD formulations for education and their interfaces with the Common National Base for Teacher Training (BNC-Formação) in Brazil and aims to answer the following research problem: What are the links between the formulations? of the OECD for education and the Common National Base for teacher training in Brazil? The general objective of this study is to analyze the OECD formulations for education and the Common National Base for Teacher Training (BNC-Formação) in Brazil to verify the links between the OECD formulations for education and the BNC-Training. Specifically, we seek to: a) Analyze the teacher training project that constitutes OECD documents from 2000 to 2019; b) Analyze how this project manifests itself in teacher training policies in Brazil; c) Investigate and analyze which OECD propositions were incorporated into the Common National Base for Teacher Training. Methodologically, this study adopts documentary research. The study finds six links between the documents formulated by the OECD and the National Curricular Guidelines for Initial Training at Higher Level of Teachers for Basic Education, which are: 1) The documents follow the neoliberal logic of information manipulation; 2) They use studies commissioned from private institutions as a source of data; 3) Present a conception of education based on economic principles; 4) The curriculum and results of basic education students measured via large-scale testing and assessment are parameters for the development of training policies and control of teaching work; 5) Criticizes teacher training for its “excess of theory” and points out the need for training for “practice” and adoption of a utilitarian concept of practice; 6) Teacher training must allow guidance on job, career and remuneration plans through the assessment of competence and skills. It was also identified that BNC-Training proposes a more harmful and precarious training model than that recommended by the OECD, as: i) There was no participation of class representative entities in the representative bodies at the CNE, however the OECD prioritizes, even if limited way, the participation of teachers in the process of developing and establishing policies; ii) The new Guidelines for Teacher Training are disconnected from a broad set of policies for attractiveness, recruitment, development and retention of teachers, guided by the organization, as it aims at curricular standardization and control over teaching work; iii) The document is also disassociated from policies to value the teaching profession and investments in education, as the country pays the lowest remuneration for elementary school teachers and invests per student only a third of what is recommended by the OECD.

COMMITTEE MEMBERS:
Presidente - 1172313 - ELZA MARGARIDA DE MENDONCA PEIXOTO
Externa à Instituição - DIANA LEMES FERREIRA - UEPA
Externa à Instituição - ARLETE MARIA MONTE DE CAMARGO - UFPA
Externo à Instituição - ROBSON DOS SANTOS BASTOS
Externa à Instituição - MARIA DE FÁTIMA RODRIGUES PEREIRA