The Quality of Teacher Training under the “Parfor Presencial”

Abstract

This article aims to highlight the quality standards present in courses offered under the National Plan for Basic Schoolteacher Education (PARFOR). Surveying theoretical and empirical evidence, this analysis demonstrates that regulations promoted by the National Higher Education Evaluation System (SINAES) would not be able to guarantee the coordinated work of multiple Higher Education Institutions within the PARFOR; therefore, the required quality standards would not be produced. In an attempt to elucidate the actual quality standards under PARFOR, coordinators were interviewed on aspects of their pedagogical organizing, infrastructure, and faculty for these courses. Hermeneutics that is the art of understanding texts, which are human communication in its broadest form, was used as a technique for processing and analyzing the collected data (MINAYO, 2009; 2013). During the process of analysis, the data were contextualized into historical trajectories, legal definitions, and theoretical concepts involving the PARFOR in general and the Pedagogy course in particular. The findings revealed that quality standards were measured through inaccurate parameters and failed to indicate a representative significance for what characterizes a proper Pedagogy course for the PARFOR.