Formação de professores e a base nacional comum curricular: a expansão do capital privado na educação pública

Abstract

The continuing education required in the municipality of Foz do Iguaçu, with a required workload of 160 hours every two years, as established by Municipal Law nº 4.362/2015 (Career Plan), has led many teachers to enroll in courses offered by institutions such as Vivo Telefônica, Itaú Social, and Rhema, among others. In this scenario, the guiding question that drives this study arises: what interests permeate large private foundations in the continuing education of teachers in Brazil, especially in the context of the expansion of private capital in public education? To answer this question, this research aims to investigate how teacher education policies have been shaped by large private foundations and what the implications of this movement are for teachers' work, teachers' autonomy, and the quality of public education. The study is based on the Historical-Dialectical Materialism method, seeking to understand the relationship between the private sector and its interest in the public sector, especially regarding the transfer of financial resources from the latter to the former. The adopted methodology is qualitative, with empirical data collection through a semi-structured questionnaire, articulated with the central problem. The research results reveal the growing influence of the private sector in teacher education, driven by neoliberal policies, which has weakened teachers' autonomy and adopted a technicist model, aligned with market interests. The privatization of continuing education has precariousized teachers' working conditions, favoring market logic to the detriment of transformative education. In this sense, a collective movement in defense of public, free, and critical education is urgent, focusing on pedagogical autonomy and the strengthening of public universities.