SABERES DOCENTES NA FORMAÇÃO INICIAL DE PROFESSORES NO BRASIL UMA ANÁLISE DA BNC-FORMAÇÃO

• Autor(a) principal: Ambrós, Danieli Martins
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1199
• topic: Formação inicial de professores; Políticas educacionais; BNC-Formação.; Initial teacher training; Educational policies; BNC-Formação; Humanidades e Linguagens

In the present study, the theme was the initial training of teachers in Brazil and, as an object of study, the discursive practices about the initial training of teachers for basic education. The direction of current policies and legal guidelines aimed at initial teacher training for basic education in the country were problematized. As analysis material, BNC-Formação was chosen, as it is an official document that directs the initial training of teachers in the present time. It is understood that legal and normative documents, such as the BNC-Formação, are materializations of discourses from fields that struggle to establish and spread their truth. It is possible to perceive that there are positions and production of meanings from discursive formations of a certain historical context. It was determined as a general objective to understand which teaching knowledge constitutes the initial training of teachers in Brazil in the BNC-Formação. More specifically, it was intended to identify the propositions related to teaching within the initial training of teachers based on the analysis of Resolution CNE/CP Nº 2 - Common National Base for the Initial Training of Basic Education Teachers (BNC Formação, 2019). A bibliographical review was carried out on the initial formation of teachers in order to explore the subject studied. For the analysis of materiality, the notion of discourse inspired by Foucauldian studies was used. In reading and analyzing the enunciations present in the BNC-Formação, discursive recurrences were identified, which were grouped into three categories of analysis: 1) development of competences; 2) teacher accountability and performance; 3) know-how and the practical function of being a teacher. It was understood that, in the last three decades, a new discursivity has been disseminated in the initial formation of teachers, which seeks to form enterprising professionals who must permanently invest in themselves, be productive and competitive. In the neoliberal business rationale, teacher training has been linked to the capitalization of knowledge, to performance as a teaching practice and to teaching linked to what is considered useful and of value to the market.