Initial training and teacher professionalization: demands of curriculum production

Abstract

This article is the result of a Master's research project that problematized the meanings of teaching focused on the discursiveness and its articulations enunciated in the National Curriculum Guidelines for the initial training of basic education teachers, looking specifically at CNE/CP Resolution No. 2, of December 20, 2019, which established the BNC-Initial Training.  From a theoretical-epistemological point of view, the research was based on a bibliographical analysis and documentary research of the discourses of these normative texts. This production aims to address the discourses of teacher professionalization, taking into account the hegemonic discourses that try to close off necessary, universal and definitive meanings of teaching to be trained as a way of achieving quality education. The unfolding of the meanings of teaching is also questioned in view of the dispute of meanings in their condition of provisionality and precariousness, as a way of thinking and interpreting politics as an environment of struggle for meaning. It was concluded that curricular production has produced a hegemony that has been evidenced through curricular documents in Professional Teaching Competencies, discursively named Knowledge, Practice and Professional Engagement.  In this way, the discourses of normative and curricular texts support and promote an attempt to standardize teaching with patterns of desired behaviours to be developed in teaching as attempts to regulate and control the various possibilities of being teachers.