Desafios da formação docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

Reformas educacionais e avaliação: mecanismos de regulação docente

Our main concern was to investigate the forms and rationalities implicit in the social regulation/autonomy of the management processes of learning, historically established in the 1971 through 2002 educational reforms, via assessment guidelines of school performance in the state of São Paulo. We used a socio-historical approach, relying on speeches and official documents as our primary source and on studies and research work about teacher assessment and performance as secondary sources. As central categories we considered continuity and rupture in the patterns and mechanisms of social regulation/autonomy of educational work. The results help to clarify how educational policies, instituted in contexts of social reproduction/transformation, influence the management of educational processes within the school.

O mal-estar docente em gestores escolares

This research aimed to identify and analyze the impact of stressful events associated with the school administrators in teacher malaise. 29 managers participated in his capacity as directors or deputy directors of the municipal system, the interior of São Paulo, with responses to the Inventory IMPIL (Evaluación Psicológica Del Estrés por InestabilidadLaboral - FIGUEROA; SCHUFER, 2006). The results indicate the presence of stressors in all areas assessed at different rates. The highest ranking stressors were concerns with health, emotional Diseases and economic concerns. The degree of discomfort tends to increase with age, but since the entry into this function. The extensive powers of management, indicate the occurrence of different degrees of impact between the groups, demonstrating that subjectivity needs to be considered for proposing improvements in working conditions and health organizations. Social changes, the demands of educational reforms and lack of recognition of the profession were associated with teacher malaise.