RESOLUTIONS NO. 2/2015 AND NO. 2/2019 FOR TEACHER TRAINING

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DOI:

https://doi.org/10.5216/revufg.v24.79615

Keywords:

National Curriculum Guidelines, Public educational policies, Teacher training

Abstract

This article aims to reflect on what the Resolutions of the National Education Council No. 2/2015 and No. 2/2019 say, and the changes in policies for teacher training defined in these documents. To this end, a qualitative approach was used as a research strategy, based on bibliographic and documentary studies. This study shows that the construction and approval of Resolution No. 2/2015 represented major advances for teacher training, expressing the wishes of education professionals, as its proposals were discussed collectively. Resolution 2/2019 was drawn up with a focus on valuing competencies as training policies. Among the contributions of this study, we highlight the discontinuity of the achievements of education professionals with the approval of Resolution 2/2019.

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Author Biographies

Luciane Sena da Cunha Souza , Universidade Federal do Tocantins (UFT) Palmas, Tocantins, Brasil, luciane.sena@mail.uft.edu.br

Mestre em Educação pela Universidade Federal do Tocantins. É membro do Grupo de Pesquisa em Rede Internacional Investigando Escolas Criativas-RIEC/TO. Graduada em Pedagogia pela UNEB e pedagoga do IFBA.

Maria José de Pinho, Universidade Federal do Tocantins (UFT), Palmas, Tocantins, Brasil, mjpgon@uft.edu.br

Doutora em Educação pela PUC/SP. É professora do Programa de Pós-Graduação em Educação da Universidade Federal do Tocantins (UFT). Coordenadora da Rede Internacional de Escolas Criativas-RIEC/TO.

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Published

2024-12-09 — Updated on 2025-03-24

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How to Cite

SOUZA , Luciane Sena da Cunha; DE PINHO, Maria José. RESOLUTIONS NO. 2/2015 AND NO. 2/2019 FOR TEACHER TRAINING. Revista UFG, Goiânia, v. 24, n. 30, 2025. DOI: 10.5216/revufg.v24.79615. Disponível em: https://revistas.ufg.br/revistaufg/article/view/79615. Acesso em: 5 dec. 2025.

Issue

Vol. 24 (2024): Revista UFG

Section

Artigos

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