O regresso das indefinições sobre a formação de professores: entre disputas, negações e resistências

• Autor(a) principal: Carvalho, Mark Clark Assen de
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educacional (Online)
• Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/8923
• topic: Indefinição do nível de formação; Diretrizes curriculares nacionais para a formação de professores; Projetos em disputa; Indefinición del nivel de formación; Directrices curriculares nacionales para laformación de profesores; Proyectos en disputa; Indefinition of the level of training; National curriculum guidelines for teacher training; Projects in dispute

This article proposes to discuss policies for the formation of teacher in Kindergarten and Early Years of Elementary School in higher education in Brazil. Thus, the analysis is organized from documentary research reporting the review and analysis of the teacher training policy set in Brazil, with the approval of the current Law of Guidelines and Bases of National Education (LDB) as a milestone. Law No. 9394/96 and a set of other legal texts, such as Resolution/CNE 01/2006, Resolution/CNE 02/2015 and, more recently, Resolution/CNE/CP No. 2, of December 20, 2019 It starts from the idea that the guidelines contained in this last Resolution deny achievements, condition the action of Higher Education Institutions (HEIs) and impose the return of training proposals that distort a training project, as they are not consistent with the debate and the demands of the present.