O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO

Abstract

This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.