EdiUnesc launches books on teacher training and educational policies

The training of teachers, educational policies, and the pathways to improving Brazilian education are at the center of two new publications to be launched by Unesc's Publishing House (EdiUnesc) and the Graduate Program in Education (PPGE) at the University. The event held on Wednesday evening (10/14) at the Edson Rodrigues Auditorium marked the presentation of works produced from research and academic studies on formative processes and the teaching profession.

Internal funding

According to the Vice-Rector for Research, Graduate Studies, Innovation, and Extension (Propriex), Vanessa Moraes de Andrade, these works promote a very important dialogue about education as a university.

"They also have students among their authors. The organizers sought to promote debate with master's and doctoral students and alumni. It is important to listen to different actors, with the participation of all teachers involved in teaching," she commented.

The Vice-Rector expressed her happiness about the involvement of the entire academic community in these works and pride in two more beautiful books published by our university press.

"Unesc always supports these initiatives. The project for the two works was entirely funded by the University, without external funding, because we believe that the debate conducted in research groups needs to leave the walls of the institution and reach the population," Vanessa concluded.

Important milestone

The editor-in-chief of EdiUnesc, Dimas de Oliveira Estevam, highlighted the importance of launching the two works for the publisher. "The launch represents an important milestone for the publisher, with the presentation of two books that address, from different perspectives, teacher training and the challenges of education," he reported.

"The publication of these works also highlights the importance of giving visibility to the research developed at the University, bringing academic knowledge closer to education professionals and the community. By making studies on curriculum, teacher training, and educational policies available, EdiUnesc contributes to expanding access to scientific production and stimulating new reflections on the pathways of education," Estevam added.

The works

One of the publications is Teacher Training in the Perspective of Education Plans: Intersections between Public Policies, Teaching, and Formative Processes, organized by professors Morgana Bada Caldas and Thiago Henrique Almino Francisco from the University Studies Group (GEU/Unesc).

The collection brings together analyses of teacher training policies in Brazil, referencing the National Education Plan (PNE) and state and municipal plans.

According to Professor Morgana, the chapters discuss the challenges of initial and continuing education, professional appreciation, and the relationships between public policies and educational practices. "Among the topics addressed are the impacts of neoliberal policies on education, training for early childhood education, full-time education, inclusive education, graduate studies, educational funding, and the appreciation of teaching," highlighted the organizer.

Resulting from research developed within the GEU, the book presents different perspectives on the advances and limits of educational policies, focusing on the implementation of the goals set forth in education plans. The publication is aimed at researchers, teachers, students, and managers interested in the field.

Curriculum and the Teaching Profession in Debate

The second work, Curriculum and Teacher Training: Intersections between Training and the Teaching Profession – Volume 2, organized by professors Ricardo Luiz de Bittencourt and Katiana Possamai Costa, gathers 11 chapters produced from studies and research by the Research Group on Policies, Knowledge, and Practices for Teacher Training.

Divided into three thematic axes: curriculum and processes of subjectivation, curriculum and teacher training, and curriculum in basic education, the book addresses issues related to educational policies, teacher identity and appreciation, initial and continuing education, inclusive education, literacy, and pedagogical practices.

With different theoretical and methodological perspectives, the chapters analyze curricular policies and their implications for teachers' work, stimulating critical reflection on formative processes and educational practices.

Targeted at teachers, researchers, undergraduate and graduate students, and others interested in the field of Education, the publication expands the discussions on the relationships between curriculum, training, and the professional practice of teaching.

Socialization

For the coordinator of the Graduate Program in Education (PPGE) at Unesc, Ricardo Luiz de Bittencourt, the publications express the University’s commitment to the production and socialization of knowledge. "These are two important works for thinking about the processes of teacher training, looking from the perspective of curriculum and also educational policies and education plans," he stated.

The professor also emphasized the participation of researchers with different academic backgrounds and the relationship of the studies with the school reality. "Both works include contributions from teachers, doctoral candidates, doctors, masters, and undergraduate research students, with themes that have a strong dialogue with the context of basic education," he concluded.