Interfaces entre as políticas de formação de professores na Ditadura Militar (1964-1985) e a BNC-Formação Inicial (2019)

• Ano de defesa: 2024
• Autor(a) principal: Souza, Rogerio de Almeida de
• Orientador(a): Sandri, Simone
• Banca de defesa: Masson, Gisele, Favoreto, Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Políticas educacionais; Formação de professores; Ditadura Militar; BNC-Formação Inicial
• Palavras-chave em Inglês: Keywords: Teacher’s education politics; Military Dictatorship; Common Core National; Curriculum-Initial education
• Área do conhecimento CNPq: EDUCAÇ~~AO
• Link de acesso: https://tede.unioeste.br/handle/tede/7391

This research has as main objective to analyze the interfaces between the teacher formation politics on the Military Dictatorship (1964-1985) and the current guidelines for teacher training, that is, the Common Core National Curriculum for the Initial Teacher’s Education. The specific objectives are: I- Characterize the configuration of the State and the teacher training policy, with an emphasis on the Pedagogy course, during the Military Dictatorship period; II- Identify the configuration of the State and the current teacher training policy, with an emphasis on the Pedagogy course, according to the BNC-Initial Training (2019); III- analyze the interfaces between the teacher training policies during the Military Dictatorship period and the Common Core National Curriculum-Initial education (2019). . As to carry out this research, we opted for a qualitative approach according to a bibliographic and documental research. Thus, the text is developed from the following methodological procedures: data collection, analysis and bibliographic review. The theoretical-methodological approach is based on the contributions of Antonio Gramsci (1891-1937), especially on the concepts of State and hegemony. The results of this research highlight that the main interfaces between both political periods are fragmentation, utilitarianism, behavioral emphasis and control. These interfaces occur due to the search, construction and deepening of the hegemony of the dominant and ruling class that sees in the teacher training policy the possibility of disseminating its political, ideological and cultural direction.