Formação de professores de Física: problematizando ações governamentais

dc.creator	Nilson Marcos Dias Garcia
dc.creator	Ivanilda Higa
dc.date	2012-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:22Z
dc.date.available	2015-07-20T22:07:22Z
dc.identifier	1517-9869
dc.identifier	1981-8106
dc.identifier	https://doaj.org/article/f502aee671f6468e98a77bf0accbb754
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11157
dc.description	This paper addresses current issues that have concerned Physics Teaching researchers, particularly with regard to teachers’ education, from the perspective of theoretical and political aspects. Starting from reflections about the current conjuncture of educational policies and the meaning of being a teacher nowadays, the paper analyzes some public actions and policies implemented by the Brazilian Culture and Education Ministry (MEC), whose conceptions imply directly in teachers’ education, in a context driven by the high demand for Physics teachers. Some reflections about the Institutional Program for Teaching Initiation Scholarships (PIBID) are performed, as well as about the policies to implement undergraduate teaching degrees in the Federal Institutes of Education, Science and Technology (IFs) as teachers’ education institutions. This analysis considers the implications of such processes for teachers’ education in general, and Physics teachers’ education in particular. The analyses are carried out based on the legal documents which regulate such actions, seeking to reveal conceptions about teacher’s education. It also intends to understand how these proposals were build, and to which extent civil society and its organizations participated in the process, trying to interpret the meaning of facing challenges that, sometimes, can mask the actual field where the disputes should or should have been held – in other words, the parliamentary and other governmental decision spheres.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Education Departament and Post-Graduation Program in Education of Biosciences Institute of São Paulo State University
dc.relation	http://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/6277/4596
dc.relation	https://doaj.org/toc/1517-9869
dc.relation	https://doaj.org/toc/1981-8106
dc.source	Educação : Teoria e Prática, Vol 22, Iss 40, Pp 166-183 (2012)
dc.subject	Teachers’ education
dc.subject	Physics education
dc.subject	Public policies. PIBID
dc.subject	Federal Institutes
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Formação de professores de Física: problematizando ações governamentais
dc.type	article