As políticas públicas e programas de formação de docente no Brasil e na França: alguns elementos para reflexão

Abstract : This paper develops a reflection on public policies aimed at training teachers, in particular the Institutional Scholarship Program Introduction to Teaching (Programa Institucional de Bolsas de Iniciação à Docência - Pibid), and discusses its principles and goals. Further, we consider important to highlight the case of a public policy in France that - through the program "Refonder l’Éducation Prioritaire", started in 2014 - seeks to reduce the effect of social and territorial inequalities on outcomes and ensure the success of all students, regardless of their origin and social environment. This is a theoretical study. In literature’s revision it was decided to recover the concepts of social policies in Brazil and the steps of a public policy, because PIBID, the main subject of the discussion, is included in this context. The comparative analysis of the programs allows us to analyze, compare and evaluate the strategies and measures being put in place to improve the quality of public education, through teachers' training. Such initiatives are not limited only to the idea to attract and retain professionals of education, but to strengthen public policies whose main objective is to reduce the effects of social inequalities through worthy education and qualified professionals.
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Contributeur : Leonardo Alexander Do Carmo Silva <>
Soumis le : mercredi 1 mars 2017 - 23:35:21
Dernière modification le : jeudi 9 mai 2019 - 10:04:53


  • HAL Id : hal-01480944, version 1



Leonardo Alexander Do Carmo Silva, Maria José Viana Marinho de Mattos, Milena da Silva de Paiva. As políticas públicas e programas de formação de docente no Brasil e na França: alguns elementos para reflexão. Pretextos, 2017, Adolescências e juventudes: contribuições da Psicologia, 2 (3), pp.164 - 181. ⟨⟩. ⟨hal-01480944⟩



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