Teaching knowledge in/of elementary school: continued education and the stricto sensu

Authors

DOI:

https://doi.org/10.17058/rea.v32i3.19725

Keywords:

continued educacion;, elementary education;, monitoring the National Education Plan 2014-2024.

Abstract

This study explores the access to postgraduation as proposed in the Brazilian National Education Plan 2014-2024, as an alternative to BNC-Continuing Education/2019 for the Primary School teachers from a public school. With the question: What hinders access to stricto sensu courses? The objective was to identify barriers to entry into stricto sensu as an alternative for continuing education. Sixteen teacher narratives were analyzed. The study in/on/with school daily life was adopted. Candau (2020) and Nóvoa (2017) to support teacher autonomy. Findings indicate uncertainty about the approval of study leave, and discouragement caused by the need to align with pre-determined research themes.

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Author Biographies

  • Fátima Nogueira da Silveira, Estácio de Sá University – UNESA/RJ

    Doctorate degree in Education from Estácio de Sá University – UNESA/RJ; Master in Education from Estácio de Sá University – UNESA/RJ; Teacher of Elementary Education, public, in the federal education network. Email: fatimanogs@gmail.com ; ORCID iD: https://orcid.org/0000-0002-2141-5331 . Lattes: https://lattes.cnpq.br/7649247083858674

  • Inês Barbosa de Oliveira, Estácio de Sá University – UNESA/RJ

    Post-doctorate from the Center for Social Sciences at the University of Coimbra (2002) and HDR (Qualification to conduct research) from the Université de Rouen. Professor of the Postgraduate Program in Education at Estácio de Sá University – UNESA. Retired full professor at the State University of Rio de Janeiro – UERJ. Researcher 1B at CNPq, scientist from our state FAPERJ. E-mail: inesbo2108@gmail.com; ORCID iD:  https://orcid.org/0000-0003-4101-3919. Lattes: http://lattes.cnpq.br/0323845315267858

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Published

2024-12-16

Issue

Vol. 32 No. 3 (2024)

Section

Artigos do Fluxo

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How to Cite

Teaching knowledge in/of elementary school: continued education and the stricto sensu. (2024). Reflexão E Ação, 32(3), 236-254. https://doi.org/10.17058/rea.v32i3.19725