Challenges faced by Capes in conducting Pre-Tertiary Education Teachers National Training Policy

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Abstract

This essay proposes to discuss the role of the Brazilian Federal Agency for Support and Evaluation of Graduate Education (Capes) in the conduct of Pre-Tertiary Education Teachers National Training Policy. To that end, the hermeneutical approach was used to analyze the minutes of the Brazilian Technical-Scientific Council of Pre-Tertiary Education (CTCEB). As a result, the challenges that Capes will have to face in order to, simultaneously, (a) fulfill the new mission assigned to it in the context of basic education teacher training; and (b) maintain the institutional identity it has built within its traditional staff training programs, are summarized.

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Autores
  • Valdinei Costa Souza Capes
Biografia
Valdinei Costa Souza, Capes

Doutora em Educação (UnB)

Analista em Ciência e Tecnologia da Capes

Referências

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How to Cite

SOUZA, V. C. Challenges faced by Capes in conducting Pre-Tertiary Education Teachers National Training Policy. Brazilian Journal of Graduate Studies, [S. l.], v. 13, n. 31, 2017. DOI: 10.21713/2358-2332.2016.v13.1262. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1262. Acesso em: 3 jul. 2024.

PDF (Português (Brasil))

Issue

Vol. 13 No. 31 (2016)

Section

Debates

Published:

Feb 17, 2017
DOI: https://doi.org/10.21713/2358-2332.2016.v13.1262
Keywords:

Política Educativa. CAPES. Formación de Maestros. Política Educacional. Capes. Formação de Professores. Educational Policies. CAPES. Teacher Training.

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