Implantação da Base Nacional Comum Curricular no paísdisputas e mudanças no currículo da formação inicial de professores

Resumo

Purpose: The main objective of this study is to understand the changes made in the National Curriculum Guidelines regarding teacher education over the past six years through argumentation through documental and bibliographic analysis of two distinct groups. One of them, with an emphasis on theoretical-scientific training and the other with a focus on skills and competences – as already established by the Common National Curriculum Base. Methodology: The methodology of this research is outlined in an exploratory qualitative study of a descriptive nature, based on content analysis, documentary, observation and analysis of secondary data. Findings: The construction of curricular references for teacher education in the country has been marked by the dispute for protagonism and fragmentation, with successive changes over the last two decades. The study analyzes six points in which the BNC-Formação, conceived according to the guidelines established by the Common National Curriculum Base, causes divergences among researchers, professors and national entities. The themes are categorized between: Competences; Pedagogical practice; Workload; Diversity; Deletions: Pedagogical training/Continuing Education; Distance education. Limitations: The research is restricted to six fundamental points regarding the divergences of key actors in the process of teacher education in the country. However, the analysis does not exhaust the points of divergence between the analyzed groups. These were selected to better suit the methodological point of view. Practical implications: The multiple changes in the curricular guidelines aimed at training teachers are a reflection of how public policies are conducted in the country. Excessive fragmentation, ruptures, discontinuity of actions and difficulties in building consensus indicate that different groups tend to stand out according to their proximity or protagonism with the Executive Branch and, thus, direct the directions and criteria for training teachers. Social implications: The analysis of the researched groups can contribute to a better understanding of the main obstacles to the implementation of the BNC-Formação and its curricular references for teacher training in teaching. Originality: The work presents data that can contribute to the debate about the failure in the application of educational legislation concerning curriculum renewal in the country in recent years. The legal norm has terms that can give diffuse meanings, which can give rise to difficulties for its application in the institutional routine.

Ficha do documento

Tipo

Dissertação

Ano

2021

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Não informado

Identificador

oai:repositorio.fgv.br:10438/30991

Temas

Políticas PúblicasAdministração PúblicaEducação

Palavras-chave

EducaçãoCurrículoFormação de professoresArticulação entre teoria e práticaEducationCurriculumTeacher trainingTheory and practice integrationAdministração públicaProfessores - Formação - BrasilCurrículos - Mudança - BrasilPrática de ensino - Brasil