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Previous issue date: 2017-01-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis aims to study recent Integral Education Policies developed in Brazil and Portugal. It focuses more specifically on the curriculum policy for teachers training that determines and organizes those policies of Integral Education. The choice of Portugal as a field of research is justified by the nearby time of implementation of More Education Program (PME) in Brazil (2007) and Full Time School (ETI) in Portugal (2006). Besides, there are similarities in implementation results of these policies, which can be found in a great number of researches on this issue in both countries. This research also presents an empirical study of bibliographical and documentary nature, in which, based on Bowe, Ball and Gold?s Policy Cycle approach, tries to answer the following question: what curricular policy is being proposed by universities for initial and continuing training of teachers who work with Integral Education in Brazil and in Portugal? So this study is organized by the reading and the correlation among the context of influence, context of policy text production, and context of practice of Brazilian and Portuguese policies of Integral Education. In order to analyze the context of influence, a literature review was done, as well as five states of knowledge surveys in renowned scientific repositories in Brazil and Portugal, what summarizes an analysis of 108 publications, among papers, dissertations and theses. Regarding the context of policy text production 35 Portuguese legislations, five Brazilian laws and eight projects of continuing education courses implemented by Brazilian universities were analyzed. In the context of practice, 30 Brazilian and Portuguese teachers were interviewed to talk about their involvement in these governmental programs of Integral Education, about the challenges of implantation of PME and ETI, and to talk about the impact of these courses? curricula for initial and continuing training in their own pedagogical practice. Considering demands for teachers training, participants of the interviews made suggestions on the curriculum of upcoming teacher training courses. The proposals aimed at a greater articulation among the subjects, an expansion of debates on school curriculum, and a reduction of the distance between theory and practice, between university and school. Therefore, it is possible to conclude that curricular policies for teacher training in Brazil and Portugal are directed towards the fulfillment of an international agenda focused simultaneously on quality, equity and integral education, what has been a challenge to the university. Because the university deals in a fragmented, disciplinary and hierarchical way with knowledge, it is not ready yet to collaborate with a necessary paradigmatic rupture demanded by the policies of Integral Education. This way, as well as an integral formation of children will occur when the school knowledge dialogues with the community knowledge, an integral formation of the teachers may be possible if the university considers as legitimate the knowledge of the teaching practice, together with university knowledge, whose articulation can happen in school spaces through projects of permanent formation. / Esta Tese tem como objeto de estudo as recentes Pol?ticas de Educa??o Integral colocadas em circula??o em Portugal e no Brasil, focando-se, especificamente, na Pol?tica Curricular para Forma??o dos Professores que as determinam e as organizam. A escolha de Portugal como campo de investiga??o se justifica pela proximidade hist?rica de implanta??o do Programa Mais Educa??o (PME), no Brasil (2007), e da Escola a Tempo Inteiro (ETI), em Portugal (2006), bem como pelas semelhan?as dos resultados da implanta??o destas pol?ticas, os quais podem ser encontrados em in?meras pesquisas sobre esta tem?tica nos dois pa?ses. Apresentase aqui um estudo emp?rico, tamb?m de car?ter bibliogr?fico e documental, que, ao fazer uso do m?todo anal?tico proposto pela Abordagem do Ciclo de Pol?ticas, de Bowe, Ball e Gold (1992), busca responder a seguinte quest?o: Qual pol?tica curricular est? sendo proposta pelas universidades para forma??o inicial e continuada de professores que trabalham na Educa??o Integral no Brasil e em Portugal? Nesta dire??o, o estudo est? organizado na leitura e na correla??o entre o Contexto de Influ?ncia, o Contexto da Produ??o do Texto e o Contexto da Pr?tica das duas pol?ticas. Para an?lise do Contexto de Influ?ncia, foi realizada uma revis?o de literatura, al?m de cinco pesquisas de Estado de Conhecimento em renomados reposit?rios cient?ficos do Brasil e de Portugal, totalizando a an?lise de 108 publica??es, entre artigos, disserta??es e teses. Em rela??o ao Contexto da Produ??o do Texto, foram analisadas 35 legisla??es portuguesas, cinco leis brasileiras e oito projetos de cursos de forma??o continuada realizados por universidades brasileiras. No Contexto da Pr?tica, foram realizadas 30 entrevistas com professores portugueses e brasileiros envolvidos nesses programas governamentais de Educa??o Integral sobre os desafios da implanta??o do PME e da ETI, bem como sobre o impacto dos curr?culos dos seus cursos de forma??o inicial e continuada na sua pr?tica pedag?gica. Os participantes da pesquisa, considerando suas demandas de forma??o docente, fizeram sugest?es quanto ao curr?culo de futuros cursos de forma??o de professores, estando essas propostas voltadas para maior articula??o entre as disciplinas, amplia??o dos debates sobre curr?culo escolar, bem como para redu??o da dist?ncia entre teoria e pr?tica, entre universidade e escola. Conclui-se, assim, que as pol?ticas curriculares para forma??o de professores no Brasil e em Portugal est?o direcionadas para o cumprimento de uma agenda internacional voltada simultaneamente para qualidade, para equidade e para educa??o integral, o que se coloca como desafio ? universidade. Por lidar de forma fragmentada, disciplinar e hierarquizada com o conhecimento, esta institui??o ainda n?o est? preparada para colaborar com a necess?ria ruptura paradigm?tica trazida pelas pol?ticas de Educa??o Integral. Dessa forma, assim como a forma??o integral das crian?as ocorrer? quando os saberes escolares dialogarem com os saberes comunit?rios, a forma??o integral dos professores poder? ser poss?vel se a universidade considerar como leg?timos os saberes da pr?tica docente, articulando-os com os saberes universit?rios em projetos de forma??o permanente vivenciados tamb?m nos espa?os escolares.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7214 |
| Date | 24 January 2017 |
| Creators | Bittencourt, Zoraia Aguiar |
| Contributors | Morosini, Mar?lia Costa |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
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