BNC-FORMAÇÃO

the training project by competence of teachers after the legal-institutional coup of 2016

Abstract

This paper aims to discuss the proposal for professional training of the National Common Core for the Initial Training of Basic Education Teachers (known in Brazil as BNC-Formação). Therefore, this is a study of a qualitative nature, based on a theoretically grounded discussion. The text makes a critical analysis of this proposal, as well as places a strain on the competences that guide it. In Brazil, after the 2016 Coup, the educational field has undergone profound changes, thus emerging an attempt to deconstruct the symbolic value of the teacher in society. Educational institutions and teachers started to suffer persecution, there are occurrences of a series of measures that restrict the right to public education and the precariousness of the teacher’s work, in addition to the neglect of the Basic Education financing (Fundeb), disinvestment in strategies to achieve the goals of the National Education Plan and the approval of the National Curriculum Common Core (known as BNCC).In the same perspective, there was the imposing revocation of the Resolution CNE/ CP no. 2/2015 and the approval of the Resolution CNE/CP no. 2/2019, which defines the Initial Teacher Training for Basic Education and institutes the BNC-Formação. This study points out that, in order to comply with the alignment of the BNCC for Basic Education and BNC-Formação, the solid theoretical training in the field of fundamentals of education is minimized and the contents of Basic Education are maximized, thus giving importance to a technical and instrumental vision of teaching.