Disputas em torno da política curricular para formação de professores no Brasil: considerações a partir do debate acadêmico e científico da BNC-formação

Abstract

This dissertation is linked to the research line work, state and educational policies of the postgraduate program in education at the state University of Goiás (UEG). It works with the theme of teacher training, based on the discussion around the current curricular guidelines for the training of basic educations teachers (BNC-formação). Its general objective is to understand the conception of teacher training at BNC-formação and how this conception appears in academic productions through the manifestations of academic and scientific entities. As specific objectives, we propose: understanding the political and economic transformations experienced in recent decades; analyze the hegemonic ideological direction that influenced the production of the new guideline for the training of basic education teachers; identify Brazilian academic production that are dedicated to reflecting and theoretically understanding the process of preparing the BNC-formação. This is bibliographical research, supported by the Dialectic Historical Materialism (MHD) method. Throughout the chapters, the repercussion of the most recent educational policies on education and teacher training is discussed. The socio-political and economic historicity of the country is revisited with the aim of highlighting how the changes that have occurred reconfigure teacher training and, consequently, Brazilian education through its transformation into merchandise, thus depriving both the training and education of its character of social right, whose maim requirement would be the work of emancipated teachers aware of their role as agents of social change.