Uma análise das diretrizes curriculares nacionais e da base nacional comum para a formação inicial de professores da educação básica a partir da hermenêutica de profundidade

Abstract

The Initial Training of Basic Education Teachers in Brazil recently underwent a boom with the publication of the document called National Curricular Guidelines for the Initial Training of Teachers for Basic Education and Common National Base for the Initial Training of Basic Education Teachers (BNC- Training) defined by Opinion number 22 of the year 2019 of the National Education Council and published in the Official Gazette of the Union on December 20, 2019. There were discussions about the implementation of this document in Higher Education Institutions in the country and it has faced resistance and received criticism regarding its determinations and guidelines regarding, for example, the increase in course workload, which must have at least 3.2 thousand hours, greater emphasis on practical activities – which must be promoted in the first years of courses and training of graduates focused on a set of professional skills that aim to qualify them to put into practice skills provided for in the Common National Curricular Base. The present work studied this document and our research was guided by the question: What can be said about the DCN/2019 and its annex to BNC-Formação based on Depth Hermeneutics (HP)? HP is a tool aimed at interpreting signs and their symbolic value. In this way, we assume that the DCN/2019 and the BNC-Formação as a symbolic form and we start with the three phases (or dimensions) for the movement of interpretation indicated by the HP: socio-historical analysis, formal or discursive analysis and interpretation/reinterpretation , built from the results of socio-historical analysis and formal-discursive analysis. We weave understandings about the influence and impact on initial teacher training, identify referential, intentional, structural and conventional aspects in the document and carry out a contextual study to identify and describe the social and spatio-temporal conditions in which it was produced and received by society. This study also guided us in the creation of a video aimed at the community of teachers and undergraduates in order to encourage reflection on public teacher training policies and highlight the main changes proposed by the document in relation to previous regulations and disseminate the results of our analyzes. From 2002 to 2024 we had four National Curricular Guidelines for teacher training in Brazil, during this period we had advances and setbacks. There is a need to fight, to mobilize, to articulate, to fight for spaces of debate and positions with proposals and articulations in defense of training, emancipatory and articulated with the appreciation of teachers.