Diretrizes curriculares nacionais para a formação de professores na modalidade normal em nível médio: desafios para a construção do projeto pedagógico e regimento escolar

Abstract

This research aims at investigating the presence of the guiding principles proposed by the National Curriculum Guide for Training of Teachers in Normal Mode in Middle Level (Parecer CNE/CEB 01/99 e Resolução CNE/CEB 02/99) in Educational Project and School Rules Normal Course of the State Institute of Education João Neves da Fontoura - Cachoeira do Sul / RS. The IEEJNF - Normal School of Public Cachoeira do Sul - have great representation in the educational scenario in the state of Rio Grande do Sul, as responsible for teacher training in high school 83 years ago. The documents were analyzed in light of theories of democratic management, allowing to understand the pedagogical project as an expression of school autonomy with collective and dynamic character, demonstrating the concern of the school community about the fate of the students, school and society, and the Rules school in order to build a public school for all, with rules rooted theoretically ruled on the legitimacy and not just bureaucratic determinations, setting up documents as allies in the collective construction of a quality school. The study was influenced research literature and documents, looking for new ways to understand the phenomena and producing new knowledge showing how these have been developed in schools. The documents analyzed are written in a clear and objective, guided by the educational legislation, clearly showing the influence of the National Curriculum Guidelines for schools to develop teacher training to ensure educational access and retention of all students, with collective practices dialog with the school community, striving for social justice, equality and solidarity. Where the experiences, realities and knowledge of the students are part of the relationship between theory and practice and conscious processing, ensuring that students and teachers are agents of valuing life quality and social dignity.