BNC – Teacher Training: from a complete subordination of educational policies to BNCC to the path of propositional resistance

DOI: https://doi.org/10.24109/2176-6681.rbep.103i265.5112
Keywords: teacher education policies, curriculum, BNCC, BNC-Training.

Abstract

The article analyzes the impacts of the Base Nacional Comum Curricular (BNCC) and the Base Nacional Comum para a Formação de Professores (BNC-Formação) in the attempt to standardize the curriculum and teaching work under the logic of capital, neoliberal policies and the ordering of the minimum state. It also discusses how education and teacher training have been engendered according to an ideology set by the market based on administrative and business principles. This case study research was carried out the Rede Municipal de Ensino (RME) of Goiânia, from the analysis of educational legislation and interviews with ten teacher trainers. Results point to the reconfiguration of continuing education in the RME of Goiânia, supported by the pragmatic and technocratic premise of education and teacher training as prescribed by BNCC and BNC-training.

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Author Biographies

Priscilla de Andrade Silva Ximenes, Universidade Federal de Catalão (UFCat). Catalão, Goiás, Brasil.

Doutora em Educação pela Universidade Federal de Uberlândia (UFU). Uberlândia, Minas Gerais. Brasil.

Geovana Ferreira Melo, Universidade Federal de Uberlândia (UFU). Uberlândia, Minas Gerais, Brasil.

Doutora em Educação pela Universidade Federal de Uberlândia (UFU). Uberlândia, Minas Gerais. Brasil.

 

Published
27-12-2022
How to Cite
XIMENES, P. DE A. S.; MELO, G. F. BNC – Teacher Training: from a complete subordination of educational policies to BNCC to the path of propositional resistance. Brazilian Journal of Pedagogical Studies , v. 103, n. 265, 27 Dec. 2022.
Issue
Vol 103 No 265 (2022)
Section
Estudos

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