The impacts of PNE and BNCC on teacher training and school autonomy

Authors

Keywords:

Curriculum, Teacher training, Educational policies

Abstract

This article addresses the reflections of researchers who deal with the impacts of the PNE and BNCC on teacher education, carrying out a critical analysis based on a curriculum perspective in Brazil that links the concept of quality to the results of large-scale assessments and, therefore, limits the autonomy of schools in defining their political-pedagogical projects. It defends that teachers and other subjects present in the educational process are protagonists in curriculum definitions, promoting the realization of pedagogical autonomy guaranteed in national legislation and the rescue of the role of Didactics as an inducer of critical reflection on education in its various aspects.

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Author Biographies

Clériston José da Silva Andrade, Universidade de Pernambuco - UPE

Graduated in Pedagogy at the State University of Bahia, Specialist in Methodology and Didactics of Higher Education at SCEEEMB, Master's Student in Education at the University of Pernambuco - UPE.

Iracema Campos Cusati, University of Pernambuco - UPE

Degree and Bachelor in Mathematics from the Federal University of Viçosa (1992), Master in Education from the Federal University of São Carlos (1999) and PhD in Didactics, Teaching Theories and School Practices from FE-USP (2013). Adjunct Professor of the College of Mathematics and Permanent Professor of the Graduate Program in Teacher Training and Interdisciplinary Practice (PPGFPPI) at the University of Pernambuco - Campus Petrolina. Affiliate member of SBEM, ANPEd and the CpE and IEB-CIEB networks. She works as an ad-hoc Reviewer at FEA / USP scientific events in the areas of Mathematics and Education.

Paulo César Marques de Andrade Santos, University of Pernambuco - UPE

Doctor in Education from the Federal University of Bahia. Permanent Professor of the Graduate Program in Teacher Training and Interdisciplinary Practices (PPGFPPI). Full Professor of Pedagogy at the University of Pernambuco (PE).

References

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DAVID, Célia Maria et al. (orgs). Desafios contemporâneos da educação. São Paulo: Editora UNESP; São Paulo: Cultura Acadêmica, 2015.

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GATTI, Bernardete Angelina. Formação de professores, complexidade e trabalho docente. Revista Diálogo Educacional, Curitiba, v. 17, n. 53, p. 721-737, 2017. Disponível em: http://dx.doi.org/10.7213/1981-416X.17.052.AO01. Acesso em: 20 jul. 2021.

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Published

2021-09-23

How to Cite

DA SILVA ANDRADE, C. J.; CAMPOS CUSATI, I. .; MARQUES DE ANDRADE SANTOS, P. C. . The impacts of PNE and BNCC on teacher training and school autonomy. Revista Internacional de Formação de Professores, Itapetininga, v. 6, p. e021017, 2021. Disponível em: https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/518. Acesso em: 11 may. 2024.

Issue

Volume 6, 2021 – publicação Contínua

Section

Artigos

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