Teacher training in the Federal Institute of Paraná: formative dilemmas

Initial and continuing teacher training was instituted as an educational policy under Law No. 11,502 of July 2007; The creation of the Federal Education Network is part of the actions proposed for offering this training. This article aims to reflect on the initial teacher education proposed by the F...

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Bibliographic Details
Published in:Revista Ibero-Americana de Estudos em Educação 2019-12, Vol.14 (esp 4), p.2017
Main Authors: José Mateus Bido, Maria Terezinha Bellanda Galuch, Czyzewski, Analice
Format: Article
Language:eng ; por
Subjects:
Critical Theory
Educational Policy
Organic Chemistry
Teacher education
Teacher Improvement
Teacher Qualifications
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Summary:Initial and continuing teacher training was instituted as an educational policy under Law No. 11,502 of July 2007; The creation of the Federal Education Network is part of the actions proposed for offering this training. This article aims to reflect on the initial teacher education proposed by the Federal Institute of Paraná (IFPR). Pedagogical Projects of Degree Courses (PPCs) in Chemistry and Physics of IFPR are analyzed through concepts of the Critical Theory of Society. These projects present ambiguities that permeate the perspective of human formation in the context of the developed industrial society, referring to the understanding of the limits of training for autonomy in a heteronomous context.
ISSN:2446-8606
1982-5587
DOI:10.21723/riaee.v14iesp.4.12925