Políticas para formação de professores alfabetizadores: um estudo comparado entre o Brasil e a Argentina

Abstract

This study aims to analyze the configuration of the public educational policies for the training of literacy teachers recently implemented in Brazil and Argentina and what possible contributions they bring to the public education sector of each country. The purpose of this research is to verify how the teacher training courses are structured and organized, analyzing the curricular matrices, identifying the components in them and their relationship with literacy in Brazilian federal universities and in national universities in Argentina. differences and similarities. This is a theoreticaldocumentary research and the research method, are the comparative studies. As a starting point, we observe how the historical course in the Formation of literacy teachers in Brazil and Argentina occurred and what curricular principles are contemplated in the national legal bases that guide their formation in these two countries. It is investigated which are the curricular components present in the graduation of the professionals who work in this area of Education in both countries, in order to assist in the understanding of the study, making possible advances in the organization and training of literacy teachers. It will reflect on the importance of public educational policies for the construction of this initial formation of teachers and the impacts they offer to improve the quality of teaching. We know that teacher training is a valuable topic in academic discussions, since it allows a deepening and critical look at educational development. The undergraduate courses that train literacy teachers in Brazil and Argentina will be part of this discussion. Therefore, curricular matrices were used for the comparative analysis of the disciplines, focusing on literacy as a methodological procedure with its peculiarities. At the end of this study, the conclusions we are allowed to note are that teacher training is a topic of wide discussion in Latin American countries. It was also possible to verify that Public Policies are necessary that favor the teacher's constant pedagogical thinking. For different aspects, it is important to always take into consideration the questions of education professionals regarding pedagogical knowledge, because the change that is expected of the world permeates the view of this teacher, guided by public policies appropriate to their demand. We emphasize that this study is linked to the Postgraduate Program in Education - PPGE and the line of research which is part is Educational Policies.