As novas políticas curriculares nacionais para a formação inicial de professores: uma análise a partir da pedagogia histórico-crítica

Abstract

This research is characterized as a scientific investigation in the field of curriculum, teacher education, and the new national curricular policy, called BNC-Initial Education, under the light of Historical-Critical Pedagogy (HCP) and the philosophical foundations of historicaldialectical materialism. We consider the historical, critical, and dialectical approach as the theoretical-methodological principle of our work because we believe that education should be seen as a humanizing process, committed to social transformation, as well as the development of critical and emancipatory thinking of individuals. Regarding the theoretical framework of this study, we organized the discussion on curriculum by analyzing traditional, critical, and post-critical theories, as well as the main contributions of HCP to this subject. In teacher education, we focused our debate on initial education and the main curricular policies that emerged between the historical period from 1549 to 2019. Furthermore, we discussed initial teacher education in the context of Historical-Critical Pedagogy. In BNC-Initial Education, we characterized its formulation context, structure, content, and normative requirements. From this perspective, this work aims to analyze BNC-Initial Education and its components from a historical-critical perspective, starting from the category of work as an educational principle for the organization and articulation of the curriculum for initial teacher education. To achieve this, we used the dialectical materialist method as the theoretical-methodological basis of this study, in a documentary research, analyzing excerpts from BNC-Initial Education and understanding its possible impacts on initial teacher education. To analyze our object of study, we used "work as an educational principle for the organization and articulation of the curriculum for initial teacher education" as the central category, and as subcategories, "education as an intentional activity of human production" and "pedagogical praxis in initial teacher education." Through the category of education as an intentional activity of human production, we discussed education as an instrument of humanization based on the analysis of the insertion of history, culture, and systematized knowledge in BNC-Initial Education. Through the category of pedagogical praxis, we discussed the theoretical emptiness of BNC-Initial Education and the exaggerated practical, technical, and professional bias found in the aforementioned framework. Finally, we conclude that the principles presented in BNC-Initial Education are completely contrary to the foundations of Historical-Critical Pedagogy and historical-dialectical materialism because the teacher training process and education are used as a strategic field to maintain the capitalist system and the logic of capital in forming cheap labor with an instrumental, practical, and efficient profile.