O controle do estado na formação de professores: uma análise sobre as diretrizes aprovadas em 2019

Abstract

This research investigates which actions are predominant in the State to adapt the policy of initial teacher education to market demands. In order to identify which training guidelines predominate in recent documents that define curriculum guidelines and a common basis for initial teacher training. The corpus of the research is Opinion CNE / CP No. 22/2019 and Resolution CNE / CP No. 2/2019. The general aspects of the methodological path are based on the theoretical perspective of historical dialectical materialism; in document analysis focused on content analysis techniques, based on the key category of regulation. The results of this research point to BNCC as a legal framework in the recent reformulations of educational policies; indicates the construction of a systemic view on education incorporating neoliberal notions; specific to the competences of the teaching profession in the logic of competitive certification; and establishes a realignment of the assessment to the interests of the State.