Formação de professores no Brasil no período 2011 a 2021: avanços, embates e perspectivas

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Universidade Federal de Goiás


This paper aims to understand the teacher’s training in Brazil from the period of 2011 to 2021, bringing a theoretical contribution, even if briefly, about the impacts and challenges of teacher’s training, to understand the changes in educational policies that impact training in the current context. Implementing the BNCC and Resolution CNE/CP n. 02/2019, which revokes Resolution CNE/CP n. 02/2015, brings significant changes to teacher education. In comprehension of this process, stand out Luiz Carlos de Freitas (2018) analyses especially in his book The Business Reform of Education and in his blog Educational Evaluation. The contributions of Professor Helena Costa Lopes de Freitas' blog entitled Formação de Professores (Teacher' s Training) are also highlighted. Besides these, among the authors who support this study, stand out: Gonçalves (2021), Freitas (2021), Silva (2021), Lino (2021), Dourado (2021), Melo (2021), and Freitas (2021). I also highlight the contributions of institutions and entities such as Anfope, which promotes several relevant events and discussions on behalf of education and teacher’s training. This work is a qualitative bibliographical research that was based on legislation, notably, the Federal Constitution, the Law of Directives and Bases of National Education - LDB (Law No. 9.394/1996), Law No. 12.796/2013, which amends the LDB, the National Education Plan - PNE (Law No. 13.005/2014), the various National Curriculum Guidelines and, finally, the Common National Curriculum Base - BNCC, 2017. I highlight, specifically in this work, the theme of teacher’s training, according to Resolutions CNE/CP n. 02/2015 and CNE/CP n. 02/2019, which are currently different but created with the same goal. This end-of-course work consists of showing how important teachers are for human formation, and how necessary is the valorization and social respect for this profession. It highlights the political influences in the educational field, the interference of the big businessmen in Brazilian education, and the influence of neoliberalism, emphasizing the importance of the collective struggle for the democratization of education, as can be seen in the efforts of the entities that seek to strengthen the category, such as Anfope, Anped, Anpae, and Forumdir. The notability of teachers' initial and continuing education is highly important and central to this work, seeking to problematize themes, such as the fight for the right to education and the national salary floor for teachers and other benefits. I also highlight as central themes and issues in this work the examination of the growth of EaD teacher training courses in Brazil; the fragmentation of the curricula and the lack of investments in education, as well as the precariousness of the teaching work with the exploitation of labor; the lack of competitive examinations and specific professionals for each area, which positively impact the quality of teaching in public schools; the devaluation of the profession; the conception of education, treated as merchandise; the resumption of technicism; the working conditions in public schools; the valorization of the private over the public; the implementation of the BNC teacher’s training linked to the BNCC.



Formação de professores, Valorização docente, Políticas e reforma da educação, Teacher's training, Teacher's valorization, Reform of education and its policies


Silva, Sandra Soares da. “Formação de professores no Brasil no período 2011 a 2021: avanços, embates e perspectivas”. 2022. 57 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2022.