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This article aims to reflect on the continuing education for literacy teachers, pointing out the approaches and distances between the guidelines within program such National Pact for Literacy in the Right Age and pedagogical practice. For this, a field research was carried out, with a qualitative approach, based on interviews with literacy teachers participating in the training within the scope of the program. Subsidized in the studies of Tardif, Nóvoa, Schön, Zeichner. The research sought for the treatment of data support in Grounded Theory. From the speeches given, points of convergence were identified, comprising three dimensions of analysis: training course conception of literacy and literacy and teaching practices. The research results indicate that the training path of literacy teachers is crossed by multiple knowledge arising from training, from the experience that has repercussions in pedagogical practice. [ABSTRACT FROM AUTHOR]

This article analyses how female literacy teachers who took part in the 2013 National Pact for Literacy at the Correct Age - Pnaic formation understand the contribution of the programme's games to literacy, discussing the relation there is between inserting the resources in a classroom and the teacher's formation directed towards this subject. Taking into account the relevance of systematic teaching for linguistic contents, and the researches on the specificities of the educators' formation, the discussion aimed to relate how the specific formation on PNAIC can foster the understanding of how relevant it is to make use of literacy games. To do so, we carried out a bibliographic and documentary research on the subject, including Pnaic's formation materials and the games' analysis. We also interviewed ten female educators who took part in Pnaic, in order to investigate how the discussion on the games took place at the formation and how the teachers evaluated the material. We could infer that it is necessary to invest in formations on playfulness and specifically on the games and their possibilities and limitations in the education context. The participants regard the games as contributing resources for literacy, but point at failures when the subject is discussed at the formation. We reiterate the formation processes need to work as spaces for discussions and reflections of the educators' actions. [ABSTRACT FROM AUTHOR]

The understanding of identity and the roles of subjects in society is necessary both for achieving subjective satisfaction, typical of being, and for the development of society in relational and productive dimensions. This article is an invitation to discussions and the development of other research and practices, aiming to understand the complexities of the curriculum, decoloniality and teaching. It resorts to the documents that make up Brazilian public educational policies (national and international) with regard to the constitution of the curriculum and teacher training, such as: National Common Curricular Base (BRASIL, 2018), the BNC-Training (BRASIL, 2019) and the Incheon International Declaration (UNESCO, 2016a). The documentary analysis is anchored in Stuart Hall (2016), Aníbal Quijano (2005), José Sacristán (2017), Maria Lúcia Damásio (2008), Eneida Shiroma (2011), Teresa Teruya and Delton Felipe (2018), among others. In addition, the series "Severance", created by Dan Erickson, with the first season in 2022, aired on the Apple TV+ streaming service, represents a critique of the disconnection of interpersonal relationships from everyday life to the detriment of work in an organization, and demands of Capital. The analysis of the series made it possible to perceive the circumstances of the superficiality of the discourses of educational public policies, which reverberate in teacher training and in the curriculum. Such discourses do not really address the inclusion of minority groups in society, the reduction of distances caused by socioeconomic inequalities and the deconstruction of structural racism, but they present cultural erasures in compliance with a colonial curriculum. [ABSTRACT FROM AUTHOR]

This study aims to analyze teacher training in Mozambique and its contribution to full intellectual, professional and human development. There are several questions that help to think about the training processes, however, in this study we start from the following questions: How is teacher training conceived in Mozambique, that is, how is this training carried out in the country? To what extent does teacher training meet the need for full intellectual and professional development and full humanization? Does teacher training meet the interests of the working class and fulfill the social role of the school? For this, we carried out a qualitative research, whose data source were the documents that govern the processes of teacher training in Mozambique (documentary study), without leaving out the bibliographical survey in digital banks, whose themes are linked to pedagogy historical-critical, which is the pedagogical theory that underlies our reflections in this study. The data indicate that, despite some advances in this field, there is evidence of limitations/challenges regarding the issue of intellectual, professional and human development. The pedagogical conceptions that dominate the training processes are linked to postmodern theories, the so-called theories of "learning to learn", translated into models of training based on competences and the reflective teacher. This scenario, in the opinion of historical-critical pedagogy, mischaracterizes the role of the teacher and makes it difficult to fulfill the social function of the school, since it serves the interests of capitalism, making education a utilitarian process. [ABSTRACT FROM AUTHOR]

This article is a part of research developed through PNPD/Capes, in Unesp-Presidente Prudente. The objective of that research was to understand the formative processes and cultural, school and non-school practices, which are producing the professional knowledge of elementary school teachers - initial and final years - as a condition for the professional teaching practice in the perspective of a qualified public school. Our objective here is to understand the role assigned by these narrating teachers to the professional knowledge built from school education to be a teacher and the relationship they establish with the knowledge of experience, involved in the production of their professional teaching knowledge from the daily coexistence with "their teachers", those who at various times present themselves as professional models in their way of acting as professional teachers within the school; but also through the cultural transits experienced in the course of life as places of learning. It is inscribed in the field of narrative research, having used the life stories of six teachers as a data production device and comprehensive analysis as an interpretive device. From the analysis of the narratives we can infer that the personal dimension, the person of the teacher appears as a kind of "catalyst" of the experiences suffered in the different spaces and times of school education and in the different transits. The teacher's professional training process takes place simultaneously in the individual and collective dimensions, combining experiences and memories that constitute their professional identity and the foundation of their teaching practices. [ABSTRACT FROM AUTHOR]

Introduction: it is an essential requirement during the teaching process in the postgraduate the continuous scientific updating of the faculty members, both from the thematic and pedagogical point of view. Teachers must have skills to transmit their knowledge to students. The faculty is essential to achieve quality in postgraduate teaching. Objective: to characterize the postgraduate training of the University of Medical Sciences of Havana. Methods: observational, descriptive, retrospective study, where the specialties, settings and faculty of each of the medical schools and postgraduate training centers of the university were described during the year 2021. The primary source for data collection was the databases of the Postgraduate Department of the UCMH. Results: the study included 11 faculties of Medical Sciences and 4 Postgraduate Centers, with 265 accredited scenarios and training in 69 specialties. In the year 2021, of 6 108 teachers, only 6,4 % are consultants, 7,1 % are associate profesor and 31,9 % assistants. 18,9 % of the teachers have a research category and 8,5 % are doctors of science (PhD). The tutor/resident ratio was 0,69. The distribution of teachers with higher categories, PhDs in science and teachers with research category shows great variability, depending on the postgraduate training center. Conclusions: during the year 2021, postgraduate training at the UCMH was characterized by its heterogeneity, with 69 specialties, several training centers; where the quality of the faculty depends on the training scenario. [ABSTRACT FROM AUTHOR]

Este texto presenta algunas consideraciones y reflexiones sobre la realidad escolar en la formación de profesores para la Educación Primaria y Secundaria en Angola. El objetivo es analizar el impacto de las prácticas curriculares de los profesores en el proceso de enseñanza y aprendizaje y el conocimiento y experiencia inherentes a la enseñanza en la educación angoleña a la luz de las resoluciones oficiales (Diario Oficial de la República). La formación de profesores es fundamental y debe ser priorizada para cumplir con los objetivos educativos, ya que tiene como objetivo preparar a futuros profesores para proporcionar una educación de calidad adecuada a las nuevas generaciones. Metodología: La presente investigación adopta un enfoque cualitativo, basado en documentos oficiales que permiten un análisis contextualizado de los supuestos definitorios de la formación de profesores y el perfil docente que se pretende formar para enfrentar los desafíos actuales. Por lo tanto, surgen las siguientes preguntas: ¿Cuál es la perspectiva de la formación docente en Angola? ¿Están las instituciones de formación docente preparadas para cumplir con estos objetivos? Resultados: Se seleccionaron 8 temas, dos de los cuales fueron mezclados con los demás y referenciados en los Estudios Analíticos 1, 2, 3, 4, 5 y 6 (EA 1, 2, 3, 4, 5 y 6). Después de explorar los temas, se encontró que la formación docente en Angola necesita adaptarse al contexto sociocultural en el que ocurre. Por lo tanto, se concluye que, en el caso particular de Angola, la formación docente necesita con urgencia ser trabajada y actualizada para preparar profesionales competentes que puedan enfrentar los desafíos de una formación más calificada, atendiendo a los aspectos técnicos para valorar y garantizar los diversos saberes a un alto nivel. [ABSTRACT FROM AUTHOR]

Based on a critical examination of a deficient view of pre-service teacher education, this article explores how the notion of “culture” has been used to study teacher education and eventually, to contribute to elaborating a comprehensive view of preservice teacher education. A bibliographic review of databases in Spanish, English, and French was carried out, with a final corpus of 141 texts. The results first delineated a field map with three central topics, followed by an in-depth analysis of the notions and uses of the concept of culture in thirty articles from the corpus; lastly, precise coordinates were generated on the map. The conclusions indicate that the notion of culture offers a comprehensive, non-deficient view of pre-service teacher education, with a discussion of the potential vias of research. [ABSTRACT FROM AUTHOR]

In this work, we conceptualize microaggressions related to mathematics teaching and learning. We seek to elucidate its notion and highlight some manifestations in mathematics education. We highlight recent studies, and that we have also been conducting, indicating a critical relationship between the experiences of pre-service teachers and in-service teachers who teach mathematics with this phenomenon and the lack of mastery of mathematical content development during classes, which is also related to aversive reactions towards mathematics, which often favors the manifestation of episodes of mathematics anxiety or procrastination. We argue that microaggressions related to mathematics teaching and learning have similar characteristics in relation to racial microaggressions. However, questions about teaching and learning focus specifically on classroom contexts, the established relationships between teacher, student and knowledge. Those who have difficulties with mathematical knowledge, in academic and school environments, often end up being labeled as incapable of learning and go through uncomfortable situations throughout their lives. Because of this, mathematics has an important social prestige. This favors the development of a very intimate relationship between mathematics and power, which is reflected in the school context. Educational considerations are discussed about the impacts of microaggressions on teacher education in relationships with established students under various aspects. [ABSTRACT FROM AUTHOR]

This investigation intends to discuss and understand some objectives of the professional development of teachers who teach Mathematics in an academic-professional environment through a formative action based on a Conversation Circle involving undergraduate students, internship supervisor teacher and Basic Education teachers. The research is characterized as a qualitative study and the research corpus is composed of audio record transcripts and the logbook notes of the research professor. The data produced were analyzed according to the principles of Discursive Textual Analysis and the discussion was anchored in the objectives proposed by Sowder. The results point to the need of rethinking the way training actions are being developed and to possibilities of planning new actions that seek the professional development of the mathematics teacher, focused on their interests, needs, challenges, possibilities and limitations. [ABSTRACT FROM AUTHOR]

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