BNC-Training and BNCC: how do normative documents influence initial teacher training?
Considering the importance of thinking critically about the construction of confrontations against neoliberal control in the field of teacher training, this article aims to analyze the National Common Curriculum Base (BNCC), concomitantly with the National Common Base for the Initial Training of Bas...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/65586 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/65586 |
| Access Level: | acceso abierto |
| Palabra clave: | BNCC BNC- Training teacher training BNC-Formación formación docente BNC-Formação formação docente |
| Sumario: | Considering the importance of thinking critically about the construction of confrontations against neoliberal control in the field of teacher training, this article aims to analyze the National Common Curriculum Base (BNCC), concomitantly with the National Common Base for the Initial Training of Basic Education Teachers (BNC-Training), in order to understand how these normative documents influence teaching practice. Methodologically, this is a bibliographical and documentary study aimed at presenting a theoretical-conceptual debate on how the BNCC and BNC- Training influence initial teacher training. We conclude that, in the neoliberal context, the role of the teacher has been re-signified. This re-signification interferes with the teacher's training process, which means a regression in the teacher's social and training role, as well as a reduction in teacher autonomy. |
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