Teacher training and educational policy in higher education institutions in rio de janeiro

Abstract

Teaching Educational Policy to future educators is a challenge, as teaching practices, whilst directly influenced by educational policies, are not always perceived as directed by them. The inclusion of this subject in initial teacher training, in addition to engaging trainee teachers as executors, encourages their involvement as active citizens in policy design and control. An analysis of relevant syllabi reveals how the dual role required of teachers is constructed. This paper is introduced with a brief discussion of the constitution of the field of Educational, based on the works of some authors who seek to define the field and its objects Subsequently, a content analysis of selected syllabi and associated bibliographies is presented. Findings indicate that the role of discipline is more informative than formative.

Educational policy; Teacher training; Policy education