Formação de professores pedagogos no Brasil: uma análise de avanços e retrocessos das políticas educacionais pela perspectiva da ANFOPE

Abstract

The object of this research is the training of pedagogica teachers in Brazil, considering educatonal policies, contemplating CNP/CP Resolution N. 2, of July 1, 2015; CNE/CP Resolution N. 2, of December 20, 2019; Resolution CNE/CP N. 1, of October 27, 2020, based on the analysis of Resolution CNE/CP N. 1 of 2006. The need to monitor the evolution of documents that regulate the training of teachers and pedagogues in Brazil with its advances ande setbacks analyzing the timeline and political factors, have been recurrent in general as they influence the training process, both initial and continued. The research, through analyses carried out on documents and relatd research, sought to answer: “What are the advances and setbacks of the Resolutins that regulate the training of teacher educators in Brazil from the perspective of ANFOPE?” The general objective of this work is to address the advanes and setbacks of the Resolutions that regulate the training of teachers and pedagogues in Brazil from the perspective of ANFOPE. The specific objectives were: to achieve the Stante of knowledge on the subject of teacher trainig policies in Brazil, to historicize the training of teacher educators in Brasil, to address the epistemology of praxis fron a critical-emancipatory pespective through concepts and understandings, to analyze the Resolutions: Resolution CNE/CP N. 1, of May 15, 2006, CNE/CP N. 2, of July 1, 2015; CNE/CP Resolution N. 2, of December 20, 2019; CNE/CP Resolution N. 1, of October 27, 2020, and present the understanding of ANFOPE state leaders regarding the Resolutions. The study was based on the Historical-Dialectical Materialist method by considering the categories work, praxis, hegemony, contrdictin and totality. It was characterized as applied, qualitative, bibliographic, documentary and field reseach. The theoretical basis was sought in authors such as Freitas (2007), Saviani (1991, 2009, 2018), Libâneo (2007), Gramsci (1999), Curado Silva (2018), Paulo Freire (1999) and others. The state of Knowledge was carried out in articles in SCIELO, in QUALIS B2, B1, A1, A2, A3, A4, in the last 5 years, with the descriptor “Teacher Training and educational policies”, delimited in the Portuguese language, in Human Sciences and Education. The field research was carried out with volunteer representatives fron ANFOPE, who campaign for teacher training in Brazil, with a mixed questionnaire. It is concluded that the current situation in Brazil, with changes in government management, presents the challenge of drafting a new Resolution thar can counter the current ones, seeking advances in the training of pedagogues, as happened with the Resolutions of 2006 and 2015. It is expected that this research can contribute to reflection and acquisition of concepts and conceptions by rearchers who have the same object of study, and in the future it will also serve to understand the material and historical factors that guided it.