AVANÇOS E RETROCESSOS EM DIRETRIZES NACIONAIS PARA A FORMAÇÃO DE PROFESSORES

Abstract

This research aims to analyze the National Curriculum Guidelines (DCN) of the years 2002, 2015, 2019 and Base Nacional Comum da Formação de Professores da Educação Básica - BNC-Formação, through our theoretical framework. These documents were prepared with the intention of regulating teacher training throughout the national territory. We justify the relevance of the research, in view of the changes that Resolution CNE/CP No. 2/2019 may cause in the context of initial teacher training. In addition, we seek to reflect on the advances and setbacks in relation to previous Resolutions. The research methodologies used are from a bibliographic study (OLIVEIRA, 2008), considering that our theoretical foundation is based on scientific sources on neoliberalism and critical teacher training; document analysis (CELLARD, 2008; GIL, 2002), as it examines documents that have not exhausted the possibilities of investigations; of qualitative (LANKSHEAR; KNOBEL, 2008) and exploratory (GERHARDT; SILVEIRA, 2009) nature with interpretive characteristics (MOITA LOPES, 1994), since it considers the researcher's views and experiences about a given fact. According to theorists who discuss neoliberalism, namely, Harvey (2005), Heller (2010), Laval (2004), Ludwig (2000), Nascimento (2018) and Zacchi (2016a, 2016b), and teacher training, such as Jordão (2010; 2015), Menezes de Souza (2011a, 2011b, 2019), Monte Mór (2007, 2013, 2015), Zacchi (2014), among others, we analyzed the documents, seeking to understand the implicit profile of teachers, in the published Resolutions (BRASIL, 2002, 2015, 2019) and its implications for foreign language teachers. The results show that CNE/CP Resolution No. 1/2002 was based on certain competencies to guide the course, curriculum and professional practice. We implicitly identified a reflective teacher profile, with some technical characteristics. In Resolution CNE/CP No. 2/2015, there was the creation of spaces for reflection on the practice itself and the development of critical thinking, recognizing and respecting the different contexts in the teaching and learning process, valuing the teaching professional. The profile was critical, reflective, and, in its formation, it did not present market characteristics. In Resolution CNE/CP No. 2/2019, there is a strong influence of neoliberalism in its construction. Practical issues are overestimated, in which knowing how to do is more valuable than thinking, questioning and theoretical knowledge itself. The training is based on previously established competences and closely related to BNCC (BRASIL, 2018a), from the elaboration of the pedagogical project to the practice in the classroom. The indicated teacher profile is exactly as neoliberalism proclaims, a self-entrepreneur, autonomous, resilient, flexible, skillful and technically competent teacher. Key-words: teacher training; neoliberalism; skills, critical literacy.