Resumen de Formación inicial del profesorado brasileño en prevención del riesgo social según la legislación educativa

Magda Maria Ventura Gomes da Silva

• español

  Este artículo presenta los resultados del análisis de contenido realizado, a través del software Atlas.ti, a la legislación que regula la formación inicial del profesorado brasileño. En Brasil se accede a la carrera docente desde la Licenciatura en Pedagogía y desde el resto de las licenciaturas. Esta doble vía de acceso a la profesión docente obliga a analizar seis documentos legislativos. Los documentos analizados van desde las dos últimas leyes de educación vigentes en Brasil –Ley de Directrices y Bases de la Educación Nacional (Ley n.º 9.394, 1996) y la Ley que aprueba el Plan Nacional de Educación (Ley n.º 13.005, 2014)– hasta las cuatro Directrices Curriculares Nacionales. Las directrices curriculares nacionales, en Brasil, rigen la formación del profesorado en los cursos de Pedagogía (Parecer CNE/CP n.º 5, 2005; Resolución, CNE/CP n.º 1, 2006), así como en el resto de las licenciaturas (Parecer CNE/CP n.º 2, 2015; Resolución CNE/CP n.º 2, 2015). El objetivo de este artículo descriptivo de análisis documental del contenido de la legislación educativa vigente consiste en encontrar, tanto implícita como explícitamente, la capacitación ofrecida a los profesores en formación, sobre un aspecto primordial en la sociedad brasileña: la prevención del riesgo social. Las conclusiones de esta investigación cualitativa permiten afirmar dos hechos. Por un lado, se indica que en la legislación analizada existe una preocupación explícita desigual (dependiendo del documento analizado) por reducir manifestaciones visibles de riesgo social cristalizado. Por otro lado, se afirma que no existe referencia explícita a la formación docente para poder prevenir, desde la escuela, el riesgo social en las nuevas generaciones. Ante esta contradicción entre idea teórica y realización práctica se concluye afirmando que la prevención del riesgo social no debe considerarse una competencia docente en la formación del profesorado novel brasileño.

• English

  This article presents the results of the content analysis carried out, through the Atlas.ti software, to the legislation that regulates the initial training of Brazilian teachers. In Brazil, the teaching career is accessed from the teacher training of Pedagogy and from the rest of the teacher training. This dual access path to the teaching profession requires the analysis of six legislative documents. The documents analyzed range from the last two education laws in force in Brazil –Law of Guidelines and Bases of National Education (Law n.º 9.394, 1996) and the Law that approves the National Education Plan (Law n.º 13.005, 2014)– up to the four National Curricular Guidelines. The National Curricular Guidelines, in Brazil, govern the training of teachers in Pedagogy courses («Parecer» CNE/CP n.º 5, 2005; Resolution, CNE/CP n.º 1, 2006) as well as in the rest of the teacher training («Parecer» CNE/CP n.º 2, 2015; Resolution CNE/CP n.º 2, 2015). The objective of this descriptive article of documentary analysis of the content of current educational legislation is to find, both implicitly or explicitly, the training offered to teachers in training, on a fundamental aspect in Brazilian society: the prevention of social risk. The conclusions of this qualitative research allow us to affirm two facts. On the one hand, it is indicated that in the legislation analyzed there is an unequal explicit concern (depending on the document analyzed) to reduce visible manifestations of crystallized social risk. On the other hand, it is stated that there is no explicit reference to teacher training to prevent, from school, social risk in new generations. Faced with this contradiction between theoretical idea and practical realization, it is concluded by stating that the prevention of social risk should not be considered a teaching competence in the training of new Brazilian teachers.

  This article presents the results of the content analysis carried out, through the Atlas.ti software, to the legislation that regulates the initial training of Brazilian teachers. In Brazil, the teaching career is accessed from the teacher training of Pedagogy and from the rest of the teacher training. This dual access path to the teaching profession requires the analysis of six legislative documents. The documents analyzed range from the last two education laws in force in Brazil — Law of Guidelines and Bases of National Education (Law Nº. 9,394,1996) and the Law that approves the National Education Plan (Law Nº. 13.005, 2014) - up to the four National Curricular Guidelines. The National Curricular Guidelines, in Brazil, govern the training of teachers in Pedagogy courses (“Parecer” CNE/CP Nº. 5, 2005; Resolution, CNE/CP Nº. 1, 2006) as well as in the rest of the teacher training (“Parecer” CNE/CP Nº 2, 2015; Resolution CNE/CP Nº 2, 2015). The objective of this descriptive article of documentary analysis of the content of current educational legislation is to find, both implicitly or explicitly, the training offered to teachers in training, on a fundamental aspect in Brazilian society: the prevention of social risk. The conclusions of this qualitative research allow us to affirm two facts. On the one hand, it is indicated that in the legislation analyzed there is an unequal explicit concern (depending on the document analyzed) to reduce visible manifestations of crystallized social risk. On the other hand, it is stated that there is no explicit reference to teacher training to prevent, from school, social risk in new generations. Faced with this contradiction between theoretical idea and practical realization, it is concluded by stating that the prevention of social risk should not be considered a teaching competence in the training of new Brazilian teachers.

  Keywords: Teacher training, laws on education, prevention, social risk.