Initial Teacher Training and Resolution 02/2019: the architecture of setbacks in a neoliberal curricular project
This article is based on the discussion of the field of teacher training and brings reflections on the initial training curriculum policy for basic education teachers in Brazil, established by Resolution 02/2019. We assume our considerations from a critical theoretical approach, recognizing the regr...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/65882 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/65882 |
| Access Level: | acceso abierto |
| Palabra clave: | formação de professores formação de professores no Brasil currículo para a formação docente Resolução 02/2019 formação inicial de professores teacher training teacher training in Brazil curriculum for teacher training Resolution 02/2019 initial teacher training formación docente formación docente en Brazil currículo para la formación docente Resolución 02/2019 formación inicial del professorado |
| Sumario: | This article is based on the discussion of the field of teacher training and brings reflections on the initial training curriculum policy for basic education teachers in Brazil, established by Resolution 02/2019. We assume our considerations from a critical theoretical approach, recognizing the regression of this national curricular policy; as an objective, we will point out some characteristics of the resolution rewith a focus on bringing the marks of dismantling to the initial training of teachers and the paradigms that support it. We developed, as a methodology, a study, with bibliographical exploration. Finally, the analyzes highlight the importance of building public curricular policies that consider the critical theoretical approach in their elaboration, considering that resolution 02/2019 represents a neoliberal repertoire based on the pedagogy of skills, ignoring the accumulation of knowledge produced both in the field of teacher training and in the field of curriculum. |
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