Resolução nº1/2020 (BNC - Formação Continuada) e a influência na Rede Municipal de Educação de Uberlândia-MG (2018/2022)

Abstract

This research is the result of an investigation at the Master's Degree Program in Education from the Federal University of Uberlândia, inserted in the research line “State, Politics and Management in Education”. It aims to analyze the influences of the CNE/CP nº1 Resolution, dated October 27, 2020, in the formulation of continuing education for teachers of the initial grades, offered by the Municipal Education Network of the municipality of Uberlândia. Initially, the following question on the theme is presented: How is the continuing education of teachers offered by the Municipal Secretariat of Education of Uberlândia structured, what are the interests, continuities, discontinuities, present in it? In the methodological paths of the investigation, the qualitative approach, guided by the critical-dialectic epistemology is used, based on a freirian perspective with outlines of bibliographical research and documental analysis. This approach seeks to critically understand the importance of pedagogical praxis, consciousness and the human capacity to understand the concrete reality, and especially the political reality of a society, aiming at transformation based on the premise of the incompleteness of human beings and their emancipation.To support our arguments, we rely on Aguiar e Dourado (2018), Arroyo (1991, 2013), Foucambert (1994, 1997, 2010), Freire (1997b, 2000, 2005, 2008, 2015), Freire e Macedo (2011), Freitas (2012, 2018), Laval (2019), Libâneo (2003), Libâneo e Freitas (2018) whose works represent great scientific wealth, as they study training policies, especially in the context of BNC-Continuing Training. As document analysis, the curricular policy present in the CNE/CP nº1 Resolution, dated October 27, 2020 was investigated, regarding the continuing education of teachers, the Municipal Curriculum Guidelines of Uberlândia, the normative documents offered by the Municipal Center of Julieta Diniz Educational Studies and Projects (CEMEPE), as well as the Guiding Document of the Municipality. The study has the emptying of the theory and practice relationship as preliminary results, the technicist pragmatism, and even the devaluation of the pedagogical praxis, mainly due to public-private partnerships in the continuing formation of teachers of the initial grades of Elementary Education of the Municipal Teaching Network of the municipality of Uberlândia.