THE CAPES INSERTION IN BASIC EDUCATION TEACHERS FORMATION IN BRASIL

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-26T17:15:31Z
dc.date.available2018-11-26T17:15:31Z
dc.date.created2018-11-26T17:15:31Z
dc.date.issued2016-05-01
dc.identifierEccos-revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 40, p. 145-161, 2016.
dc.identifier1517-1949
dc.identifierhttp://hdl.handle.net/11449/162296
dc.identifier10.5585/EccoS.n40.6030
dc.identifierWOS:000390951300010
dc.description.abstractThis paper examines the insertion of the Coordination of Higher Education Personnel ( Capes) in basic education. Traditionally, the institution has always focused on the formation of higher education teachers, by concentrating in post-graduation. This is a bibliographic and documentary research, with reference to Capes' main teacher formation programs, namely: the Parfor, the Pibid, the Prodocencia, the Obeduc, the New Talent Program and the Life. It concludes that the actions of Capes, although they represent efforts to contribute to the improvement of basic education in Brazil, reveal themselves punctual and unable to solve the structural educational problems, historically constituted.
dc.languagepor
dc.publisherCentro Univ Nove Julho
dc.relationEccos-revista Cientifica
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectCapes
dc.subjectTeachers formation
dc.subjectBasic education
dc.titleTHE CAPES INSERTION IN BASIC EDUCATION TEACHERS FORMATION IN BRASIL
dc.typeArtículos de revistas


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