Dilemmas and contradictions of the National Curriculum Guidelines and the Common National Base for the Initial Training of Basic Education Teachers

Abstract

This article seeks to analyze the dilemmas and contradictions of the National Curriculum Guidelines (DCN – Diretrizes Curriculares Nacionais) and the Common National Base for the Initial Training of Basic Education Teachers (BNC-Formação – Base Nacional Comum para a Formação Inicial de Professores da Educação Básica) and their curriculum implications in teacher training. To this end, a qualitative approach study was conducted, supported by literature review and documentary research in accordance with Resolution CNE/CP No. 2/2019 and other regulations. Guided by content analysis, they were composed of the following categories: international influence, association with the Common National Curriculum Base, expertise, curricular atrophy, standardization, accountability, teacher deprofessionalization and theory-practice relationship. The BNC, mistakenly, presents itself as the benchmark for the quality of teaching, thoroughly standardizing the organization of teacher training courses. Such a regulatory framework contain elements of an efficient curriculum design and outlines a reduced, utilitarian, pragmatist view of teaching and reveals its technicist character.