A formação de professores(as) e o “novo” perfil docente no Brasil: análise dos tensionamentos em torno da BNC-Formação

Abstract

The purpose of this research is to analyze the implications and tensions in the implementation of the National Teacher Training Base – BNC-Formação. We seek to analyze what the letters of reflection and resistance produced by Brazilian educational entities and collectives say about the creation of the “new profile” of teachers through BNC-Formação. The methodology used in this research was documentary analysis, based on the dialectical method and discourse analysis. To support the discussion of this dissertation, we used authors such as: Avelar (2019), Harvey (2005), Laval (2018), Shiroma, Moraes and Evangelista (2007; 2014) among other authors who discuss educational policy, teacher training and the curriculum. According to the research, we realized that the changes imposed by BNC-Formação bring us a great limitation for the formation of critical and reflective citizens, thus contributing to a mechanized training to serve capital, a liberating practice that emancipates and does not contribute to the emptying of critical thinking in our society, given that BNC -Formação is part of a macro limitation of the BNCC used in basic education curricula, as well as the need to expand the debate on public policies in force in our country and the importance of collectives and social movements in debates about Brazilian education before the BNCC and BNC- Formação.