Diretrizes Curriculares Nacionais para a Formação Inicial de Professores para a Educação Básica: repercussões nos cursos de Matemática e Pedagogia da Unimontes

Abstract

This research aimed to analyze the National Curriculum Guidelines for Initial Teacher Training for Basic Education (DCNFP) and the 2019 Common National Base for Initial Teacher Training for Basic Education (BNC-Formação), considering Resolution CNE/CP nº 2/2015; the BNC Formation Opinion, of September 18, 2019; Resolution CNE/CP nº 02/2019 (BNC-Formation), its repercussions, impacts and possible developments in teacher training at Higher Education in Mathematics and Pedagogy courses at Unimontes. Thus, we started with the following question: what were the repercussions of the DCNFP for the Initial Teacher Training for Basic Education in undergraduate teacher training courses, especially Mathematics and Pedagogy at Unimontes, in the period from 2019 to 2023, considering the political, pedagogical and legal developments? The choice of timeframe is justified by the fact that, following the approval of Resolution CNE/CP nº 02/2019 (BNC-Formação), universities should adapt their degrees based on its proposal, and the deadline was initially set at two years, which was extended for another two years. This is a qualitative study, whose research methods consisted of bibliographical and field research. To carry out the research, a systematic literature review was initially used as a procedure and technique, from which the historical path of public educational policies for teacher training at national level was characterized, as well as what previous research indicates about the repercussions of the National Curriculum Guidelines in the Brazilian educational context. Secondly, documentary research was carried out, followed by interviews with a semi structured script, in order to analyze and discuss the possible consequences of implementing these regulations, especially in Mathematics and Pedagogy courses at Unimontes. The curriculum proposal was problematized in the light of the conceptions of authors of Historical Critical Pedagogy. The results show that the guidelines established by the approval of Resolution CNE/CP nº 02/2019 reproduce the pedagogy of competencies, which characterized the public educational policies of the 1990s, widely criticized for its pragmatic trends. In addition, they progressively worsen the devaluation of teachers, who become solely responsible for their professional development process. Finally, the results also contribute to the loss of curriculum autonomy with the centralization of teacher training in the development of competencies related to the Common National Curriculum Guidelines.