FORMAÇÃO DE PROFESSORES, EDUCAÇÃO E IDEOLOGIA:ANÁLISE DA BNC-FORMAÇÃO INICIAL

Abstract

This thesis, in the area of Education, is an instrument through which we address the issue regarding guidelines for Teacher Training based on what is present in the document that establishes the National Common Curricular Base for Initial Teacher Training – BNC- Initial formation. Our object, therefore, is teacher training and the empirical case analyzed concerns the aforementioned document. We investigated how the ideological phenomenon presents itself in the formation proposed in this guiding legal provision. Our general objective was to research, historically and scientifically, the connections that are established between education and ideology in teacher training based on the analysis of BNC-Initial Training. The educational and pedagogical theory that structures our analyzes is Historical-Critical Pedagogy, which defends public school education and the educational work of teachers from a humanist perspective that understands the human being as a historical, social and multidimensional being. We therefore carried out an immanent bibliographic analysis of the categories education, school education, teacher training and ideology. Furthermore, we carried out a critical documentary analysis regarding the legal provision under debate here. The research allowed us to understand and reveal that ideology cannot be seen simply as a synonym for false and misleading ideas. It is necessary to analyze the ideological phenomenon in light of its function in guiding social practice through a conflict that affects the entirety of a social formation. In this aspect, no legal document is “neutral” towards the society in which it is expressed. The dominant business groups intend to train teachers that are devoid of content and that reduce educational work only to practical and utilitarian issues of everyday life and common sense, reducing teachers to “applicators” of teaching materials prepared by large economic groups. Contrary to this understanding, we explain the need to defend solid teacher training that makes it possible to understand social reality beyond its appearances with a view to defending the human beings who are our students and for the development of their psychic and intellectual functions to occur. . The teacher training recommended by BNC-Formação Inicial implies a training project that surrenders to the market and its demands. Contrary to this perspective, we defend our thesis, therefore, in the sense that a teacher training project that is ethically committed to the human development of individualities needs to value and be based on Critical Pedagogical Reason, understanding Pedagogy as a science that has as its object educational practice in its procedural multidimensionality.