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.

Downloads

Download data is not yet available.

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

BAZZO, Vera; SCHEIBE, Leda. De volta para o futuro... retrocessos na atual política de formação docente. Revista Retratos da Escola, Brasília, v. 13, n. 27, p. 669-684, set./dez. 2019. Disponível em: http://retratosdaescola.emnuvens.com.br/rde/article/view/1038. Acesso em: 20 jul. 2021.

BRASIL. Planejando a Próxima Década: Conhecendo as 20 Metas do Plano Nacional de Educação. Brasília: MEC, 2014. Disponível em: http://pne.mec.gov.br/images/pdf/pne_conhecendo_20_metas.pdf. Acesso em: 10 de agosto de 2021.

BITTENCOURT, Jane. A Base Nacional Comum Curricular: Uma Análise a partir do Ciclo de Políticas. EDUCERE: XIII Congresso Nacional de Educação, Curitiba. Disponível em: https://educere.bruc.com.br/arquivo/pdf2017/24201_12678.pdf. Acesso em: 20 jul.2021.

CÂNDIDO, Rita de Kássia; GENTILINI, João Augusto. Base Curricular Nacional: reflexões sobre autonomia escolar e o Projeto Político-Pedagógico. Revista Brasileira de Política e Administração em Educação, Brasília, 2017. Disponível em: https://doi.org/10.21573/vol33n22017.70269. Acesso em: 17 jul. 2021.

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

D'ÁVILA, Cristina. A didática nas Diretrizes Curriculares Nacionais e Base Nacional Comum para a Formação de Professores da Educação Básica: impasses, desafios e resistências. Revista Cocar, Edição Especial, N.8., jan./abr. 2020, p. 86-101. Belém. Disponível em: https://periodicos.uepa.br/index.php/cocar/article/view/3082. Acesso em: 19 jul. 2021.

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.

SANTOS, Vinício de Macedo. PNE e condição docente: para uma ontologia do trabalho docente. Zetetiké – FE/UNICAMP –, v. 24, N. 1, p. 173-188, jan./abr. 2016, Campinas. Disponível em: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646536. Acesso em: 18 jul. 2021.

Downloads

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: 20 nov. 2024.

Issue

Volume 6, 2021 – publicação Contínua

Section

Artigos

License

Copyright (c) 2021 Revista Internacional de Formação de Professores

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 

You may also start an advanced similarity search for this article.