“Nova” Base Nacional Comum para a Formação de Professores:a retomada da pedagogia das competências

Abstract

This article aimed to analyze the conceptions of training expressed in Resolution CNE / CP no 02/2015, and in the Common National Base for the Initial and Continuing Formation of Teachers of Basic Education (2019). The methodological approach used was qualitative, with a focus on documentary research. The methodology allowed us to analyze official documents and the understanding based on the reference authors of the area. The theoretical contribution that supported the analysis is based on the main authors Garrido (1999, 2002, 2004 and 2006), Anfope (2018 and 2019) and on the legal frameworks related to teacher training, namely: Resolution CNE / CP no 02/2015 and Common National Base for Initial and Continuing Education for Basic Education Teachers (2019). In view of this, we understand that there are differences between one training proposal and another, being Resolution CNE / CP no 02/2015, highlights as a document that was widely discussed with teachers and researchers, which proposes atraining that is based on the transformation of inequality and reiteratesits commitment to an emancipatory education. The new Common National Base for the Initial and Continuing Formation of Teachers of Basic Education (2019), comes in reverse, since its 8 construction, being produced in light steps, and by organizations that emphasize the private and entrepreneurial character, the document has a conception of training sustained from the perspective of competences and skills, which enable the development of reproductive teachers, establishing that the training curriculum should be based exclusively on the National Common Curricular Base (BNCC). The results achieved with this article support discussions about changes curricula of training courses, with the training of teachers as the core, therefore the article provides reflections regarding training and education that leads to its emancipation.