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PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC

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DOI:

https://doi.org/10.1590/SciELOPreprints.5029

Keywords:

elementary school, curriculum, Pedagogical Coordination, public education, Common National Curriculum Base

Abstract

This article aims to discuss the continuing education actions State Elementary Schools teachers in the city of Viçosa/MG from the point of view of the pedagogical coordinators. The methodological proposal is qualitative and the data were produced from questionnaires and semi-structured interviews. After this stage, the data were categorized, based on the description of perceptions and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and with the Policy Cycle approach, the chosen analysis methodology. The analysis of the data produced shows that the continuing education had a technical and descriptive character regarding the BNCC, without opening for critical debates, a situation aggravated by the precariousness of teaching work due to the COVID-19 pandemic. The resolutions dealing with continuing teacher education for the coming years are marked by skills and competences that teachers must have to teach according to the BNCC. The data also point out, despite the adversities, the pedagogical coordinators have a fundamental role in the training of teachers in service and continue to aim at improving the quality of education.

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Posted

11/15/2022

How to Cite

Faria, R. W. S. de C., & Magdaleno, B. V. (2022). PERSPECTIVE OF THE PEDAGOGIC COORDINATORS ON CONTINUING TEACHER EDUCATION REGARDING BNCC. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.5029

Section

Human Sciences
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