A “nova” formação docente e os velhos discursos: análise crítica das Diretrizes Curriculares Nacionais (2002-2024)

Abstract

The doctoral research in Education was developed within the Work, Society and Education research line of the Graduate Program in Education at the Federal University of Uberlândia. It examined the similarities and differences among the National Curriculum Guidelines (DCNs) for teacher education, as linked to the reproduction of capitalist logic. The general objective of the study was to analyze and understand the implications for teacher education resulting from the enactment of the regulations responsible for instituting the four sets of DCNs for teacher education in Brazil. The study defended the thesis that the reinstatement of the DCN/2015 as a public policy for teacher education is fundamental, as it constitutes a counter-hegemonic normative framework capable of reaffirming a critical and emancipatory project of teacher education. This guideline strengthens the indissociability between theory and practice, the valorization of teaching work, the recognition of supervised curricular internships as a formative axis, and the organic articulation between initial and continuing education, understood as a space of formative synthesis and intervention in educational reality. In contrast, the DCNs of 2002, 2019, and 2024 express a political and pedagogical retreat, as they fragment these principles and subordinate teacher education to market logic, curricular standardization, and an instrumental approach to competencies. In this sense, the DCN/2015 materializes a teacher education project committed to professional autonomy, the defense of public schooling, and the promotion of social justice, in opposition to tendencies toward the commodification and technification of teaching. The methodological path was grounded in bibliographic research, documentary analysis, and the technique of Critical Discourse Analysis (CDA) proposed by Fairclough (2016). Four analytical categories guided the study: the relationship between theory and practice, professional valorization, supervised curricular internship, and continuing education, which oriented the analysis of the normative texts of the teacher education DCNs. The research demonstrated that teacher education in Brazil is permeated by hegemonic disputes that materialize in the normative texts of the four guidelines. From the perspective of CDA, it was shown that the four analyzed categories do not operate as neutral concepts, but rather as discursive nuclei that express distinct societal projects and forms of regulation of teaching work. The results indicate that, despite political and historical changes, structural continuities persist, linked to neoliberal rationality, the centrality of competencies, curricular standardization, and the control of professional autonomy. In contrast, the DCN/2015 constitutes a counter-hegemonic landmark by affirming teaching as a social, intellectual, and historically situated praxis; articulating theory and practice; valuing teaching work; recognizing supervised curricular internships as a formative axis; and understanding continuing education as an inseparable dimension of initial teacher education. It is concluded that defending the reinstatement of the DCN/2015 represents the affirmation of an emancipatory project of teacher education, committed to public schooling, social justice, and professional autonomy, in opposition to the tendencies toward commodification, technification, and control of teaching work that characterize the other normative frameworks.