Contemporary policies of literacy teacher training in Brazil: between enhancement of performances and pedagogical management of innovations
DOI:
https://doi.org/10.5212/PraxEduc.v.11i1.0001Abstract
This paper examines the current policies of literacy teacher training in Brazil, recently materialized in the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC - National Pact for Literacy at the Right Age), and it aims to analyze the political strategies that can be visualized in its implementation process. Placing them in scenarios of educational reform in their modes of regulation and political domination, we acknowledge that the conceptions of teacher education put into action are enhanced through the modes of educational path individualization, at the same time that they intensify the ways of government management of literacy teacher action. We conclude that such educational intervention bets on models of large-scale assessment as strategic goal and produces efforts towards a permanent innovation in teaching, appropriate to the neoliberal regimes, predominant in the education policies mobilized in the country.
Keywords: Education policy. Teacher education. Literacy.
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