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|Type:||Artigo de periódico|
|Title:||Education Policies And Teaching Professionalization In Latin America [políticas Educativas E Profissionalização Docente Na América Latina]|
de Almeida M.L.P.
|Abstract:||This article presents the partial results of a research that aims to examine the ways discursive continuities and ruptures while from 1990 to 2012 on teacher professionalization in relation to educational policies in Latin America. The selected period analyses two stages called in this paper as "neoliberalism-postneoliberalism debate" where, for some authors, in the beginning of the 2000s there are some signs of breakdown of public policies of neoliberal decade 1990. This examines the continuity or rupture of the ideological discourse of international organizations privatizing and its relationship with countries in the region that established mechanisms linked to acountability professionalization. Methodologically unfolds Rollan textual analysis of documents on fourteen Paulston WB, IDB and PREAL. As well describes programs currently being developed in the six countries selected for this study: Peru, Chile, Mexico, Brazil, Colombia and Ecuador, said selection emerges from government positions who have had these countries as this research known as the binomial postneoliberalism neoliberalism. In analytical terms discussed the categories of "teacher training policies" considering that sometimes gets in obstructive to develop research from educational policies on the issue. Including thus a broader conceptual theoretical category as is "educational policies" and that allows us to define sub-analytical categories such as: Style, models and duration of initial training; styles, models lifelong learning or service (teacher training modes); history teacher subjectivity; teacher identity construction in regional communities, many hours of work-formal and informal teacher salaries; conception of teaching in public documents state, the place that occupies the teacher's speech specialists; Ways in which the teacher is evaluated; infrastructure that is told in a school; Modes teaching career advancement, level of teacher participation in school curriculum development training teachers, social recognition level, the union position; ways of joining the teaching profession; offers graduate or training; modes of recruitment. The results of the inquiry establish a clear ideological-discursive continuity credit agencies regarding teacher professionalization, with diversity and nuances of neoliberal continuity in the countries included in the analysis sample. Stating that despite the change in education legislation called post-neoliberal decade of neoliberalism mandates are still present in the projections of educational policies in the professionalisation.|
|Editor:||Edicoes Universitarias Lusofonas|
|Appears in Collections:||Unicamp - Artigos e Outros Documentos|
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