Search

This paper aims to analyze the curricula of initial teacher training determined by the legislation originating from the National Education Council (CNE), with the outline of the curriculum proposed for the degrees related to the act of teaching in the final years of Elementary and Secondary Education, and aiming to understand the autonomy models, through the terminations of these documents. Typified as documentary research, it was analyzed in a qualitative way, using as methodology the analysis of the content in the following categories: workload, skills and necessary requirements in the documents with the aid of the qualitative analysis software IRaMuTeQ. With Contreras' ideas for the delimitation of the conditions of autonomy as a theoretical reference, the analyzes indicate that the laws are moving towards a reflexive autonomy, with a narrowing of the relationship between theory and practice. However, after these years, the guidelines include training aimed at the knowledge of basic education in a directive and not emancipatory way. [ABSTRACT FROM AUTHOR]

The present paper had the general objective of exposing and analyzing the context of the general averages of the National High School Examination (ENEM) by area of knowledge, through data collected from the website of the National Institute of Educational Studies and Research Anísio Teixeira (INEP), over 10 years (2009-2018). It presents a brief analysis of the trajectory of secondary education in Brazil, as well as the idealization, implementation and reformulation of ENEM and the way in which the evaluation of this exam occurs. We started from the quantitative approach using descriptive statistics as a method of analysis of the collected data and carried out an exploratory research about the survey of the following areas of knowledge, namely: Languages and Codes and their Technologies, Mathematics and their Technologies, Human Sciences and their Technologies and Natural Sciences and its Technologies. For the collection, we performed a critical analysis of the data, using the technological tool Microsoft Excel 2013, employing some descriptive measures through the arithmetic mean, variance and standard deviation. The data reveal a discreet movement in relation to the average grades in all areas of knowledge, with a noticeable gap in the four areas of knowledge between the minimum, average and maximum grades, which allows us to conclude that there is a data alignment, ie, little progress in education in quantitative terms during such period. [ABSTRACT FROM AUTHOR]