Formação inicial do professor de língua portuguesa: Análise Dialógica do Discurso da BNCC (2018), da BNC-Formação (2019) e da Resolução CNE/CP n. 02/2019

Abstract

This research investigates the conception of initial training of Portuguese Language (PL) teachers inherent to the Common National Curricular Base (BNCC) (2018) and the dialogical relations established with the CNE/CP Resolution n. 2, of December 20, 2019, and the Common National Base for Initial Training of Basic Education Teachers (BNC-Formação) (2019). With this understanding, it is also possible to point out the implications for the teaching-learning of Portuguese and for the Bachelor's Degree courses in Letters. The BNCC (2018), approved by the Ministry of Education in 2018, defines the essential learning and development rights of Basic Education (EB) students. The CNE/CP Resolution n. 2, of December 20, 2019, defines the National Curricular Guidelines for Initial Teacher Training for Basic Education and establishes the Common National Base for Basic Education Teacher Training (BNC-Formação) (2019). The study is based on the assumption that the competencies and skills prescribed in the documents outline a profile of Basic Education teachers, undergraduate courses, future teachers, and teacher trainers, leaving a latent conception of initial teacher training. The elaboration and implementation of common national bases are measures taken by neoliberal and conservative reforms, which have evoked curricular reform movements to align education with the demands of international organizations and the market demands of the capitalist economy and globalized society. The objective of these reforms is to increase economic efficiency and control individual behavior through the effectiveness of educational systems (Apple, 2013; Libâneo, 2016; Saviani, 2011). This research supports the idea that in the BNCC (2018), in the CNE/CP Resolution n. 2/2019 and in the BNC-Formação (2019) there is an underlying conception of initial training of the Portuguese Language teacher based on economic efficiency, with a technicist, utilitarian and instrumental tendency due to the articulation of national education with the ideals of neoliberalism and conservatism. To reach this interpretation, we investigate how these documents are discursively inscribed in the curricular field, in the field of initial teacher training and in the field of Portuguese Language teachinglearning, seeking to highlight, mainly, with which theoretical, pedagogical and ideological perspectives the BNCC (2018), the CNE/CP Resolution n. 2/2019 and BNC-Formação (2019) establish dialogical associations. The investigation of the inscription of documents in the curricular field addresses the broader and more immediate context of elaboration, circulation and reception of BNCC (2018), CNE/CP Resolution n. 2/2019 and BNC-Formação (2019) and is dedicated to the analysis and interpretation of some aspects of the curricular proposal of these documents, such as the notion of prevalent curriculum, the configuration of these bases as prescribed curricula and the proposal of competence-based training. To achieve this end, it is based on scholars in the field of Education, such as Aguiar and Dourado (2019a, 2019b), Dias (2010), Farias (2019), Lenoir (2016), Libâneo (2016), Moreira and Tadeu (2013), Sacristán (2000), Saviani (2011), Silva (2010), Silva (2019), Zabala and Arnau (2014) and the works of Bonini and Costa-Hübes (2019), researchers in the field of Applied Linguistics. The investigation of enrollment in the field of initial teacher training uses Facci (2004) as a reference to discuss the theoretical-pedagogical ideas that permeate Resolution CNE/CP no. 2/2019 and BNC-Formação (2019) (2019), essentially, the training of the reflective practical teacher, the new school and constructivism. In the investigation of the inscription of documents in the field of teaching-learning of Portuguese, the works of Geraldi (2011) and Travaglia (2021) are the references for discussion and analysis of the conceptions of language that are present in the documents. The studies of Cazden et al. (2021), Dudeney, Hockly and Pregum (2016), 8 Lankshear and Knobel (2007), Rojo (2009, 2012, 2016, 2017), Soares (2002a, 2009) and Street (2014) support the analysis and interpretation of how the concepts of literacy, digital literacy, new literacies and multiliteracies are addressed in the BNCC (2018), in Resolution CNE/CP n. 2/2019 and in BNC-Formação (2019). The notions and concepts proposed by the Bakhtin Circle (Bakhtin 2002, 2003, 2016; Volóchinov, 2013, 2021) are called upon to support the Dialogical Discourse Analysis (ADD) of the BNCC (2018), of the CNE/CP Resolution n. 2/2019 and of the BNC-Formação (2019). The methodology adopted for this study, of an interpretative and reflective nature, is documentary research (Cellard, 2012; Lüdke; André, 1986) with a qualitative approach from a socio-historical perspective (Freitas, M., 2002; Freitas, 2007). The possible meanings highlighted by the dialogic analysis of the discourse of the BNCC (2018), of the CNE/CP Resolution n. 2/2019 and of the BNC-Formação (2019) confirm the hypothesis and show that, when articulated with neoliberalism and conservatism, the theoretical, pedagogical and ideological perspectives that underpin the prescription of competencies and skills for teaching activity and the construction of the profile of the future Portuguese language teacher reveal a conception of traditional initial training, with a technicist, efficiencyist, utilitarian and instrumental tendency.