Teacher education policies in conflict with the official curriculum: supervised training and “PIBID”(Institutional Program Initiation to teaching profession)

Authors

  • Jose Rubens Lima Jardilino Universidade Federal de Ouro Preto, Mariana, Minas Gerais

DOI:

https://doi.org/10.5902/1984644412068

Keywords:

Educational policy, initial teacher education, PIBID, supervised training.

Abstract

In the framework of government policies designed to teacher training, this article aims to understand the relationship between the curricular training and Institutional program initiation to teaching profession (PIBID) both performed at the School. The reflection is the result of observation and ethnography in the field and interviews with education professionals who work at schools where they develop the curricular training and PIBID. The research findings suggest a tenuous relationship, sometimes conflicting between curricular component and government program considering that both have similarities, have differentiated purposes, divided into objectives, legislation and separate funding. We can see a overlap of these activities that take place within the school.

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Published

2014-06-18

How to Cite

Jardilino, J. R. L. (2014). Teacher education policies in conflict with the official curriculum: supervised training and “PIBID”(Institutional Program Initiation to teaching profession). Education, 39(2), 353–366. https://doi.org/10.5902/1984644412068

Issue

educação, v. 39, n. 2, maio/ago. 2014

Section

Continuous Demand

License

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