Políticas de formação de professores(as) e suas interfaces com o desenvolvimento da autonomia e da participação docente

Abstract

This study focused on discussing the issues of teacher training within the field of Brazilian educational policies, seeking to specifically analyze the National Curriculum Guidelines. This dissertation was conducted within the scope of the research line State, Policies and Education Management of the Graduate Program in Education at the Federal University of Uberlândia (PPGED-UFU) and had the main objective of analyzing the national curricular guidelines for teacher training, the way the perspectives of training for the development of autonomy and teacher participation are presented, considering the normative acts of 2015, 2019 and 2020. In this sense, the guiding question of the work was: In what perspective was training aimed at teacher autonomy and participation expressed or obscured in the national curricular guidelines for teacher training? When considering the bibliographical and documentary research for data collection, during data treatment, we sought to be in line with the dialectical historical materialist approach whose authors also belong to such epistemological matrix, and based on the historical elements, social and political aspects of our contradictory reality. Therefore, the documents listed for the study were: the National Curriculum Guidelines for Initial Training at Higher Level (higher education courses, pedagogical training courses for graduates and second degree courses) and for continuing education instituted in 2015, the National Curricular Guidelines for the Initial Training of Teachers for Basic Education elaborated in 2019 and National Curriculum Guidelines for the Continuing Training of Basic Education Teachers formulated in 2020. From the analyses, it was possible conclude that the Guidelines of 2015 pointed to some aspects relevant to the development of autonomy and participation, such as expansive view of teaching, the articulation of elements theory and practice, initial and continuing education, in addition to addressing the valuation of teachers, historical discussion and also one of the pillars of the struggles of associations and scientific entities. On the other hand, the Guidelines of 2019 and 2020 advocated a return to a pragmatic conception, defined by the neoliberal logic, in which teacher training was subjugated to the preparation of employees to supply the labor market, devoid of any possibility of developing their autonomy or participation, and the valuation of workers is obtained through the entrepreneurial market of bonuses and awards that incite individualism and competitiveness. Thus, the work of the teachers is based on the molds of education specialists hired by educational conglomerates, while these teachers perceive themselves as strangers and alienated from their own practice, the main perceptible elements of these guidelines.