Acepções, Reverberações e Contradições da BNC-Formação docente na Universidade Federal de Uberlândia-MG

• Autor(a) principal: Nazari, Juliano
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/41790; http://doi.org/10.14393/ufu.te.2023.564
• topic: Formação inicial de professores(as); BNC-Formação; Licenciaturas; Resistências; Initial teacher training; NCB-Formation; Degrees; Resistances; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

The reflections on initial teacher training presented in our research are linked to the Research Line Knowledge and Educational Practices of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Uberlândia, MG. The research problem is: What are the possible meanings, reverberations and contradictions arising from the Common National Base for Initial Teacher Training (NCB-Formation) in undergraduate courses? We have established as a general objective to identify and analyze the existing meanings, reverberations and contradictions arising from NCB-Formation in the initial training of teachers in its various aspects. The exploratory research, with a qualitative approach based on Historical-dialectical Materialism, contributed to understanding the specificities of the object of study in its relationship with the sociocultural, political, and economic totality in which it is located. To this end, we will employ bibliographic and documentary research procedures to construct data via questionnaires and interviews. Regarding the bibliographic review, we carried out the state of the issue rigorously, as recommended by Nóbrega-Therrien and Therrien (2004). The thesis is found in the following assertion: NBC-Formation, by limiting teacher training to professional skills and abilities, devalues and disqualifies training processes, as it reduces the curriculum to the instrumental dimension, from a mercantilist perspective to the detriment of collective construction, reflective, critical, expanded, integral, humanized and socially referenced knowledge. We identified that the meanings were in the sense of studying and understanding the content of the NBC-Formation, a priori pessimistic, which reverberate in interpretations and opinions of the document and its imposition, highlighting contradictions that clash with the historicity of initial teacher training in Brazil, which resonated and culminated in the stance of resistance to NBC-Formation. In empirical data, teachers from the UFU Teaching Forum confirm this historical path of debate and resistance to NBC-Formation, and the democratic protagonism of the Teaching Forum in the face of teacher training policies at UFU. That way, we identify the influences of neoliberalism on education, with the objective of its commodification, towards economic interests, determining policies, with deliberative and consultative councils that restrict popular/social participation, composed of the private sector, where the objective is not quality and rather profits, financial capital, and its corporate reformers. It evidences a technicalist political-pedagogical orientation, aligned with the discursive articulations of homogenization, effectiveness, and evaluation, with priority on practice as a technique, on lightening training, on knowing how to do it, depreciating the teaching action from a thinking subject to a mere executor. We need to resist, hope, as Freire (2016) asserts, in order to act, beyond the vision of a banking education and, to do so, we need to prioritize an initial training project articulated with continuous training from the perspective of teacher professional development that goes to meeting the needs of the Brazilian reality, respecting its social, political, economic, historical, ethical, aesthetic aspects, exploring dialogicity and that considers education as a right, not as a commodity. To achieve this, it is necessary to actively participate in decisions in the educational field, encouraging political discussions and making resistance resilient.