CONTRIBUTIONS OF LITERATURE ABOUT MENTORING TO ENLIGHTEN TEACHERS’ PROFESSIONAL DEVELOPMENT IN BRAZIL
Keywords:
BRICS, Mentoring, Teachers’ professional development,Abstract
Initiatives and experiences from different countries and cultures are an important research issue. This article focuses on mentoring in teachers’ professional development in Brazil, but it is part of a larger project that seeks an approximation in the area of teacher professional development among BRICS countries - Brazil, Russia, India, China, and South Africa. In Brazil, mentoring in teachers’ professional development is proposing interactions between University and schools. Besides this, some initiatives shed lights on this matter. We intend in this work a discussion about such a significant advance. Collaboration between institutions seems to bring new ideas in developing countries trying to overcome difficulties in teachers' working conditions. The study collects a state of the art in the main Brazilian publications in the last five years about mentoring, both experiences related and theoretical studies. The results call attention to challenges and opportunities in teacher education regarding theory-practice integration and point out the need for further research.References
Barreto, E. S. S. (2015). Teacher education policies in Brazil: contemporary challenges. Revista Brasileira de Educação, 20 (62), 679-701. https://dx.doi.org/10.1590/S1413-24782015206207.
Brandão, Denise Freitas; Pardo, Maria Benedita Lima. (2016). O interesse de estudantes de Pedagogia pela docência. Educ. Pesqui., São Paulo, v. 42, n. 2, p. 313-329, abr./jun. 2016. DOI: http://dx.doi.org/10.1590/S1517-9702201606142126.
Brasil. (2015). Diretrizes Curriculares Nacionais para formação inicial em nÃvel superior [National Curricular Guidelines for initial teacher education]. Ministério da Educação. Resolução nº 2, de 1º de julho de 2015. BrasÃlia/DF.
Carnoy, M., Loyalka, P., Dobryakova, M., Dossani, R., Frouumin, I., Kuhns, K., Tilak, B. G., & Wang, R. (2013). University expansion in a changing global economy: Triumph of the BRICS? Stanford, CA: Stanford University Press.
Day, C. (Ed) (2004). International Handbook on the Continuing Development of Teachers. Open University Press, Buckingham.
Flores, M. A. (2017). Practice, theory and research in initial teacher education: international perspectives, European Journal of Teacher Education, 40:3, 287-290.
Fundação Carlos Chagas. (2009). Atratividade da carreira docente no Brasil: relatório final. São Paulo. Estudo realizado sob encomenda da Fundação Victor Civita.
Gatti, Bernadete; André, Marli; Gimenes, Nelson; Ferragut, Laurizete. (2014). Um estudo avaliativo do Programa Institucional de Bolsa de Iniciação à Docência (Pibid). São Paulo: Fundação Carlos Chagas, v.41, set.
Gatti, B. A.; Sá, E. S.; André, M. E. D. A. (2011). PolÃticas docentes no Brasil: um estado da arte. BrasÃlia: UNESCO.
Marcelo Garcia., C. (1992). A formação de professores: novas perspectivas baseadas na investigação sobre o pensamento do professor. In: Nóvoa, A. Os professores e sua formação. Lisboa: Publicações Dom Quixote/Instituto de Inovação Educacional, p.51-76.
Marcelo Garcia, C. (2009). Identidade docente: constantes e desafios. Revista Brasileira de Pesquisa Sobre Formação Docente. Belo Horizonte, Autêntica, v. 01, ago./dez. p. 109-131.
Marcelo Garcia, C. (2010). O professor iniciante, a prática pedagógica e o sentido da experiência. Revista Brasileira de Pesquisa sobre Formação Docente. Belo Horizonte, v.03, n.03, p.11-49.
Marcondes, M. I.; Leite, V. A. F. & Ramos, R. K. R. (2017) Theory, practice and research in initial teacher education in Brazil: challenges and alternatives, European Journal of Teacher Education, 40:3, 326-341.
Masetto, M. T.; Gaeta, C. (2015). Os Desafios para a Formação de Professores do Ensino Superior. Revista Triângulo, v. 8, p. 04-13, 2015.
Orland-Barak, L. (2015). International Teacher Education: Promising Pedagogies Introduction, in (ed.) International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Volume 22B) Emerald Group Publishing Limited, pp.1 - 5 (Part A) (Advances in Research on Teaching, Volume 22) Emerald Group Publishing Limited, pp.447 – 462.
Stuenkel, O. (2015). The BRICS and the future of global order, London: Lexington Books.
UNESCO. (2004). O perfil dos professores brasileiros: o que fazem, o que pensam, o que almejam. São Paulo: Moderna, 2004. Pesquisa Nacional Unesco.
UNESCO. (2014). BRICs: building education for the future. Paris, France.
Veiga, I.P.A. (2010). A aventura de formar professores. 2.ed. Campinas: Papirus.
Verhine, R. E. (2017). Educação superior sob uma ótica comparada. Revista Brasileira de Pós-Graduação, v. 14, p. 1-5, http://dx.doi.org/10.21713/2358-2332.2017.v14.1467.
