Formação de professores e os contornos de uma política educacional em disputa

Abstract

This study presents the results of a qualitative research that aimed to comparatively analyze the National Curriculum Guidelines (DCNs) for the preparation of school teachers, as expressed in three documents from the National  Council of Education No. 2/2015, No. 2/2019, and No. 4/2024. The corpus of analysis comprised the aforementioned guidelines, examined through ten main axes: (1) objective; (2) validity period; (3) scope; (4) duration; (5) workload; (6) conception of a common core; (7) curricular organization; (8) specific area training; (9) teaching practices; and (10) academic, scientific, and cultural activities. The study initially sought to characterize the main aspects of each document, highlighting their foundations, structures, and formative assumptions. Next, it discusses points of convergence and divergence among the documents in light of the contemporary debate on the intentions and disputes surrounding teacher education. The methodological approach is based on qualitative research, using bibliographic and documentary analysis. The results indicate that the 2015 DCN supports a broad conception of teacher education, anchored in sociopolitical and pedagogical foundations, in contrast to the more recent guidelines—2019 and 2024 —which show greater alignment with a neoliberal logic, focused on competencies and adjusted to the brazilian Common National Curricular Base (BNCC), thus tending to reduce education to technical-instrumental aspects. The 2024 DCN, although it repeals that of 2019, operates as a precarious synthesis of the previous ones, assuming the characteristics of a "bricolage" that dilutes more critical pedagogical conceptions and erases the historical-social perspective of teaching. It is concluded that the recurrent curricular restructurings within less than a decade reveal the instability of teacher education policies in Brazil and reinforce the urgency of consolidating a democratic and critical formative project, committed to valuing the teaching profession and to a high-quality public education that goes beyond market imperatives.