Finalidades educativas da escola: formação de professores a partir da Resolução Nº 2 de 1º de julho de 2015

Abstract

Processes, of the Postgraduate Program in Education at the Pontifical Catholic University of Goiás. In the social and historical context of the 21st century, with the overwhelming advance of capitalism and the model neoliberal economy, the purposes of school education have been the subject of dispute by different segments of society and its definition affects teacher training. In the Brazilian case, the neoliberal influence on political decisions surrounding teacher training for basic education is undoubted. In this way, we started with the question: To what extent are educational purposes for the school, defined in official policies, projected in the conceptions of teacher training included in Resolution N.2/2015 and how do they affect the social and pedagogical quality of teaching courses? teacher training for Basic Education? The general objective of the research was to analyze the conceptions of educational purposes of school education in legal documents and how they are projected in the conceptions of teacher training, as stated in CNE Resolution N. 2/2015 (and corresponding Opinion) and the consequences for the social and pedagogical quality of teacher training courses for Basic Education. The specific objectives were: a) to investigate and analyze the educational purposes of school education in educational policies in Brazil and the implications for the conception of teacher training; b) analyze Resolution no. 2/2015 and corresponding Opinion, in relation to the training concepts present in this document; c) discuss the implications of these concepts in the professional training of teachers in the Brazilian context; d) contribute to rethinking and re-discussing the purposes and implementation of teacher training from a critical perspective as opposed to the neoliberal orientation. For the theoretical foundation, we used the works of Lenoir, Lessard and Libâneo on the educational purposes of schools in the 21st century, also using other Brazilian and foreign authors. In relation to teacher training, this work seeks to be based on the epistemology of praxis as a positioning constituted in a critical counterhegemonic vision of teacher training, which seeks the social transformation of reality through education. Taking the historical-dialectic materialist conception of knowledge as guidance, the methodological procedures were documentary analysis and bibliographical research. The analysis made it possible to identify that the teacher training referred to in Resolution no. 2, of July 1, 2015, with regard to pedagogical training for non-graduates, reflects a neoliberal character by restricting the teacher's pedagogical knowledge and, consequently, harming and impoverishing their training and that of their students in Basic Education, which is not in contradiction with neoliberal principles for this stage of schooling. It is understood that the aforementioned Resolution has the explicit intention of promoting teacher training in a rapid and emergency manner, but, in essence, it produces a slowdown and harm to the quality of teacher training for basic education