AS INFLUÊNCIAS NEOLIBERAIS NA FORMAÇÃO DE PROFESSORES PARA EDUCAÇÃO INFANTIL E ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

The present study is affiliated with the Graduate Program in Education at the Federal University of Mato Grosso do Sul, Três Lagoas campus, and it is part of the research line Teacher Education and Public Policy. It is structured around the guiding question: What are the consequences of neoliberal agenda influences on the policies for initial and continuing teacher education in early childhood and elementary education? Its main objective is to investigate the policies related to both initial and continuing teacher education for early childhood education and the early years of elementary education in Brazil, based on the Resolution CNE/CP No. 02/2015, the Resolution CNE/CP No. 02/2019, and the Resolution CNE/CP No. 04/2024. Furthermore, it aims to examine the presence and impact of neoliberal doctrine in teacher education policies. The methodological approach is grounded in the exploratory documentary analysis methodology. This will involve the collection, selection, and analysis of data from the articles of the Federal Constitution, the National Common Base for Teacher Education, and the aforementioned Resolutions (CNE/CP Nos. 02/2015, 02/2019, and 04/2024).The research problem will be addressed through a qualitative approach, with a descriptive research objective. The analysis of educational policies for teacher training encompasses a historical overview of Brazilian education from the government of José Sarney up to the guidelines of CNE/CP Resolution No. 4/2024 under the government of Luiz Inácio Lula da Silva. The intention is to offer reflections on the progress of education in relation to teacher preparation, considering the influence of neoliberalism and the legislative updates to Brazil's educational system regarding guidelines for both initial and continuing teacher education. Moreover, the study seeks to analyze whether the principles of a Democratic State governed by the rule of law, the guarantee of fundamental rights and public policies that promote quality and development in basic education are effectively upheld. Finally, through bibliographic reviews and analysis of normative documents, the research aims to highlight the significance of implementing public policies for teacher education and their influence on individual learning processes and the broader implications for contemporary educational conceptions.