Programa Nacional do Livro Didático (PNLD): uma análise crítica da formação continuada de professores.

Abstract

This work aims to reflect on the continuing education of teachers proposed by the PNLD, analyzing the manuals of the teacher of the regional history textbook, bringing to the debate the curricular guidelines for initial and continuing education of teachers through the resolutions of the CNE/ CP No. 2 of 2015, No. 2 of 2019 and No. 1 of 2020. The general objective of the research was to analyze the concept of continuing education for teachers of the National Textbook Program (PNLD) contained in the instrumental (teacher's manual) of textbook. The research problem revolves around “How does the Teacher's Manual present (instituted) the continuing education of teachers?”. This was a qualitative research that used the dialectical method in order to explore continuing education based on the PNLD and the current guidelines for initial and continuing education for teachers. The procedures used were documental and bibliographical analysis, seeking to carry out a study based on progressive and critical educational trends, with an approach to critical historical pedagogy. It also reflected on the changes that occurred in the national education curriculum with the institution of the BNCC-Base Nacional Comum Curricular. We came to the conclusion that the continuing education of teachers proposed by the Teacher's Manual leads us to self-training, therefore, such a proposal does not match the conception of training that is defended in this text, which is based on the guidelines of the CNE/CP Resolution No. 2 of July 1, 2015.