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Tendências internacionais no modelo de formação inicial de professores : uma análise comparada entre os casos brasileiro, português e finlandês
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A dissertação desenvolvida integra a linha de pesquisa em Ciências da Educação, no Programa de Mestrado ofertado pela Faculdade de Ciências Sociais e Humanas, da Universidade Nova de Lisboa e surge diante das transformações que vêm ocorrendo a nível global e que têm interferido direta ou indiretamente na educação e nos sistemas de ensino. Apresenta como objeto de estudo as seguintes questões norteadoras: De que forma as raízes do Curso de Formação Inicial de Professores contribuíram para a construção dos modelos adotados atualmente no Brasil, em Portugal e na Finlândia? Como as perspectivas crítica, sócio-histórica e do sistema mundial avaliam a interferência do fenómeno da Globalização nos sistemas educativos dos casos estudados? Quais os padrões, tendências, regularidades, equivalências, semelhanças, convergências e discrepâncias existentes nos modelos de Formação Inicial de Professores utilizados nos países pesquisados? Tendo como objetivo central do estudo construir uma avaliação ao longo do espaço-tempo, através do levantamento de informações e análise dos fatores intervenientes, que nos possibilite fazer inferências de maneira crítica, responsável e fiável a respeito dos modelos de Formação Inicial de Professores no Brasil, em Portugal e na Finlândia. Esta é uma pesquisa bibliográfica, nela utilizou-se o Método Misto de Investigação, com ênfase na “triangulação de dados” e na “triangulação metodológica”, o que nos possibilitou não apenas a comparação, como também a combinação de elementos quantitativos e qualitativos na coleta e análise dos dados. A opção por uma análise comparada em educação baseia-se no entendimento de quão rica pode ser tal experiência, é importante frisar, que não existe uma teologia da história, e que na verdade, nada pode ser conhecido de maneira “segura”, temos sempre que estar a questionar as relações entre conhecimento e poder. Daí a relevância de que novas histórias sejam construídas. Neste sentido, foram utilizados nesta pesquisa 3 dimensões de comparação: Brasil, Portugal e Finlândia, e os critérios selecionados foram os dados históricos e estatísticos, referentes a origem e estruturação do curso de Formação Inicial de Professores, bem como os seguintes dados gerais: perfil etário, sexo e nível de instrução dos professores, por nível de educação/ensino em que atuam, no intuito de gerar uma aproximação do leitor, com o universo dos professores em questão. Para embasar as questões aqui discutidas foram levados em consideração o contexto histórico de cada nação, a origem dos sistemas educacionais, bem como a origem dos cursos de formação de professores e o modo como eles se estruturaram e se transformaram ao longo das décadas, a fim de se traçar o perfil da profissão docente em cada um dos países, bem como o funcionamento dos sistemas de educação em questão. Constatou-se nesta investigação que Brasil, Portugal e Finlândia apresentam particularidades econômicas, políticas, sociais e culturais, que interferem diretamente na forma como cada um deles se insere no Panorama Mundial Atual. E seus resultados e desempenhos educacionais estão intimamente ligados as influências que sofreram ao longo dos séculos e a celeridade com que responderam as novas exigências mundiais.
The developed dissertation integrates the research line in Educational Sciences, in the Master’s program offered by the Faculty of Social and Human Sciences, at Universidade Nova de Lisboa and appears before the transformation that has taken place globally and which has directly or indirectly interfered in education and education systems. Presents as an object of study the following guiding questions: How do the roots of the Initial Training Course for Teachers contributed to the construction of the models currently adopted in Brazil, Portugal and Finland? How do the critical, social-historical, and world system perspectives evaluate the interference of Globalization phenomenon in the educational systems of the cases studied? What are the patterns, trends, regularities, equivalences, similarities, convergences and discrepancies in the models of initial teacher education used in the countries surveyed? The central aim of the study is to build an evaluation over space-time, through information gathering and analysis of intervening factors that enable us to make inferences critically, responsible and reliable regarding to the Initial Teacher Training models in Brazil, Portugal, and Finland. This is a bibliographic research, it used the Mixed Method of Research, emphasizing the "triangulation of data" and "methodological triangulation", which enabled us not only to compare, as well as the combination of quantitative and qualitative elements in collection and analysis of data. Choosing a comparative analysis on education is based on the understanding of how rich can be such experience, and it is important to note that there is no theology of history, and in fact, nothing can be known as a "safe" way, we always have to question the relationship between knowledge and power. Hence the importance that new stories are built. In this sense, it was used in this research 3 comparative dimensions: Brazil, Portugal and Finland, and the criteria were the historical and statistical data concerning the origin and structure of the course of initial teacher education as well as the following general data: age group, sex and education level of teachers by level of education / teaching in which they perform, in order to generate an approximation of the reader to the teachers of the universe in question. To support the issues discussed here were taken into consideration the historical context of each nation, the origin of educational systems, and the origin of teacher training courses and how they were structured and transformed over the decades in order to outline the profile of the teaching profession in each country as well as the functioning of the education systems in question. It was found in this investigation that Brazil, Portugal and Finland have economic, political, social and cultural particularities, which directly interfere in how each fits into the World Current Panorama. And their results and educational performances are closely linked to the influences they have suffered over the centuries and the speed with which they have responded to the new global requirements.
The developed dissertation integrates the research line in Educational Sciences, in the Master’s program offered by the Faculty of Social and Human Sciences, at Universidade Nova de Lisboa and appears before the transformation that has taken place globally and which has directly or indirectly interfered in education and education systems. Presents as an object of study the following guiding questions: How do the roots of the Initial Training Course for Teachers contributed to the construction of the models currently adopted in Brazil, Portugal and Finland? How do the critical, social-historical, and world system perspectives evaluate the interference of Globalization phenomenon in the educational systems of the cases studied? What are the patterns, trends, regularities, equivalences, similarities, convergences and discrepancies in the models of initial teacher education used in the countries surveyed? The central aim of the study is to build an evaluation over space-time, through information gathering and analysis of intervening factors that enable us to make inferences critically, responsible and reliable regarding to the Initial Teacher Training models in Brazil, Portugal, and Finland. This is a bibliographic research, it used the Mixed Method of Research, emphasizing the "triangulation of data" and "methodological triangulation", which enabled us not only to compare, as well as the combination of quantitative and qualitative elements in collection and analysis of data. Choosing a comparative analysis on education is based on the understanding of how rich can be such experience, and it is important to note that there is no theology of history, and in fact, nothing can be known as a "safe" way, we always have to question the relationship between knowledge and power. Hence the importance that new stories are built. In this sense, it was used in this research 3 comparative dimensions: Brazil, Portugal and Finland, and the criteria were the historical and statistical data concerning the origin and structure of the course of initial teacher education as well as the following general data: age group, sex and education level of teachers by level of education / teaching in which they perform, in order to generate an approximation of the reader to the teachers of the universe in question. To support the issues discussed here were taken into consideration the historical context of each nation, the origin of educational systems, and the origin of teacher training courses and how they were structured and transformed over the decades in order to outline the profile of the teaching profession in each country as well as the functioning of the education systems in question. It was found in this investigation that Brazil, Portugal and Finland have economic, political, social and cultural particularities, which directly interfere in how each fits into the World Current Panorama. And their results and educational performances are closely linked to the influences they have suffered over the centuries and the speed with which they have responded to the new global requirements.
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Educação comparada Globalização Formação de professores Comparative education Globalization Teacher training