Teacher training should be more practice-oriented and competency-oriented, as proposals included in the Common National Base for the Training of Basic Education Teachers, presented for the Ministry of Education (MEC).
The base should guide the training of professors in teaching degrees and courses in pedagogy at all colleges, universities and public and private educational institutions in the country.
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According to the base, from the first semester, future teachers should have practical activities in a school at least once a week. Each college or educational institution must be associated with one or more schools of basic education.
The model is inspired by medical residency and that of other health professionals. The pedagogical residency includes supervision by a teacher from the higher education and support course permanent staff of experienced professionals from the school or the learning environment in which the residence.
In addition to practical activities, residents will have to observe, analyze and propose interventions at school. The residence must also be regulated by its own rules.
The baseline also suggests that teacher learning is competency-oriented. According to the MEC, a competency is a set of domains. “It is not enough for teachers to have conceptual knowledge or transmissive capacity, they need to develop relational mastery, ability to live in the diversity of classroom situations and be committed to their professional work”, says the text.
Future teachers should be trained based on 10 general skills, including “understanding and using historically constructed knowledge to be able to teach reality with engagement in student learning and in their own learning, collaborating to build a more just, democratic and inclusive society” and “research, investigate, reflect, perform critical analysis, use creativity and technological solutions to select, clearly organize and plan challenging, coherent and effective pedagogical practices significant”.
In addition to general skills, the document mentions specific skills to be developed: professional knowledge, professional practice and professional engagement.
According to the Common National Base for the Training of Basic Education Teachers, after entering schools, teachers novices should be accompanied by more experienced ones, who will have the role of mentors, guiding and helping the newbies.
To leave the probationary stage, the teacher will have to demonstrate mastery of certain skills and competences provided for in the base. He must present a portfolio and be evaluated by the mentor and the school's management team.
Another proposal is for professors to continue learning even after leaving college. This training will take place at three levels: in school networks, where managers will organize courses and plan training activities; externally, with participation in educational events, courses and postgraduate courses; and within the schools themselves, which should organize training activities with teachers.
MEC's suggestion is that teachers progress in their careers according to the development of certain skills and abilities. There will be four levels of proficiency: initial, for the undergraduate graduate; probationary, for beginners; highly efficient, for those who are at an advanced level in their career and must demonstrate complex skills; and the leader, who will be at the highest level and will have broader responsibilities and commitments.
According to the ministry, the proposal for a career plan and continuing education should be discussed with representative entities of states and municipalities.
In a country of continental dimensions, “it is essential to have a national coordination to establish quality gauges and follow-up of actions at different levels of government", adds the MEC. The intention is to offer a management instrument “that goes beyond positions and salaries”.
The base brings suggestions for modifying the National Student Performance Examination (Enade) so that it is annual and serves as qualification for teaching. Enade assesses undergraduate students at the end of their training. Currently, the exam is applied to different groups of courses each year, and the same course is evaluated every three years. The proposal is that all those who are concluding degrees must take the exam.
According to the base, undergraduate students could take the exam during graduation or after graduation and, if approved, could qualify to be teachers. According to the MEC's proposal, the exam could also serve as part of the entry into public tenders. The folder considers that the proposal still needs discussion and regulation.
The document also suggests the creation of a national institute for the accreditation and training of education professionals that concentrates all actions, today in various sectors of the MEC, such as accreditation of initial training courses, formulation of training policies, evaluation and monitoring.
The Common National Base for the Training of Basic Education Teachers will be forwarded to the National Council of Education (CNE) and will undergo discussion before being approved.
Afterwards, it will have to be homologated by the MEC for it to come into effect. From the document, educational institutions will have to prepare their own curricula and train teachers who will be responsible for training future teachers.
The Common National Base for the Training of Basic Education Teachers is part of a series of changes that should occur from kindergarten to high school in Brazil. At the end of last year, the MEC approved the National Common Curriculum Base for kindergarten and fundamental education. The document establishes the minimum that must be taught in all schools in the country, public and private.
Earlier this month, the National Council of Education (CNE) approved the National Common Curriculum Base for secondary education, which should be ratified in the coming days by the MEC.
According to MEC, the basis for teacher training aims to adapt what is taught at universities to what new teachers should apply in classrooms. The new base should talk to a resolution also approved by the CNE and ratified by the MEC in 2015. Among other things, the resolution establishes that teacher training will be longer and more focused on practice in the classroom.
