As diretrizes curriculares para a formação de professores para a educação básica (2015 e 2019): implicações nos projetos pedagógicos da licenciatura em química do IFGoiano – Campus Urutaí

Abstract

This doctoral research was conducted within the research line State, Policy, and Management in Education of the Graduate Program in Education at the Federal University of Uberlândia. The study focused on the tensions arising from the implementation (or non-implementation) of the 2015 and 2019 National Curriculum Guidelines (DCN) for teacher education within the Pedagogical Course Projects (PPC) of basic education teacher training programs at IFGoiano – Campus Urutaí (GO). The general objective of this investigation was to analyze the impact of the DCN on the training of Chemistry teachers at the Goiano Federal Institute (IFGoiano) between 2015 and 2023. The specific objectives were: to discuss higher education in Brazil under the influence of neoliberalism, particularly regarding teacher education and the democratic management of basic education; to examine public policies for teacher education, with emphasis on the National Curriculum Guidelines and their direct implications for the quality of Chemistry teacher education programs in Brazil, especially within the framework of the DCN for teacher education from 2002 to 2019; to unveil the historical evelopment of the Federal Education Network of IFGoiano, with particular attention to the teacher education processes of the Chemistry Licentiate Program at Campus Urutaí; and to uncover the processes of implementation (or non-implementation) of the 2019 DCN for Chemistry teacher education, as well as the political-pedagogical implications of these guidelines for the curricular organization and formative principles of the Chemistry Licentiate Program at IFGoiano – Campus Urutaí, from the perspective of the program’s faculty members. In this sense, the research sought to analyze the political-pedagogical implications resulting from changes to the DCN and how these modifications affect the curricula of Chemistry teacher education programs. It is important to note that educational policies are volatile and frequently subject to shifts in governmental agendas. Methodologically, the study adopts a qualitative approach, drawing on theoretical, documentary, case study, and empirical frameworks, guided by a critical-dialectical perspective inspired by Paulo Freire. Data collection techniques included semi-structured interviews and document analysis, allowing for an in-depth exploration of the educational context and the experiences of those directly involved in the implementation of the guidelines. Content analysis was used to interpret the data, with particular emphasis on data triangulation to ensure the reliability and validity of the results. The findings reveal that the recurring restructuring of Pedagogical Course Projects (PPC), driven by constant changes in the DCN, challenges both teacher identity and the quality of teacher education. They also point to a scenario of uncertainty among faculty and administrators, who often must adapt to new requirements without sufficient time to evaluate the impacts of previous reforms. This context results in a limited understanding of the intersection between educational policies and pedagogical practice in teacher education in Brazil. Furthermore, the study underscores that the neoliberal context driven by Capital influences teacher education policies, rendering them increasingly instrumental and pragmatic, to the detriment of a comprehensive and theoretically grounded formation capable of fostering well-prepared, autonomous, critical, and intellectually free professionals.