In times of setback: what the “new” curricular guidelines (2019/2020) for teacher training for basic education define

Abstract

In view of the approval of the new guidelines that will guide the training of Basic Education teachers in Brazil in the coming years, this research aims to analyze the contexts of influence and production of the political text of the recent guidelines of the Brazilian State aimed at the initial and continuing training of Basic Education teachers. From on analyzes based on the Politics Cycle approach, by Stephen Ball, that seeks to break with linear and mechanized analyzes, based on documentary research of qualitative approach. The results show that, although the discourses around of the need for new guidelines for teacher training is not recent, they intensified with the approval of the National Common Curricular Base (BNCC) and consolidated in a political scenario marked by serious attacks on public education, using, as in the reform of Secondary Education and in the BNCC, the discourse on the low performance of students, through large-scale evaluation. In this way, the influence and power of international organizations and private foundations continue to impact the construction, elaboration and implementation of educational policies in Brazil. The new guidelines were approved in a quick process of scarce debate and can be considered as part of a set of neoliberal and neoconservative educational counter-reforms, in alignment with the BNCC, to the extent that there is no room, in this education project, for the stubborn professional, but rather for a practical, utilitarian and efficient teacher, who meets the demands of the labor market.