Políticas da formação de docentes para a educação básica nas resoluções cne/cp nº 02/2015, cne/cp n° 02/2019 e cne/cp nº 04/2024: implicações políticas e educacionais no contexto educacional brasileiro

Abstract

Education in Brazil faces a period of transformation in its policies, which organize the guidelines for teacher education. From this perspective, the research has as its theme the investigation of teacher education policies for basic education. The research had as its object of study as resoluções CNE/CP Nº 02 de 2015, CNE/CP Nº 02 de 2019 e CNE/CP Nº 04 de 2024, which define the guidelines of licentiate degree programs in the country and are therefore mandatory in teacher education curricula. The main objective of the study is to analyze the historical conditions of the economy, politics, and education that formulated such resolutions. And as specific objectives: to establish a relationship between the divergences and similarities of as resoluções CNE/CP Nº 02 de 2015, CNE/CP Nº 02 de 2019 e CNE/CP Nº 04 de 2024; to demonstrate how school education contributes to the development of the theories and practices of the establishment of Brazilian society; to identify which changes occurred in the organization of the school curriculum as a consequence of the aforementioned resolutions. The problem question that grounded the research was: how do the development and implementation of as Resoluções CNE/CP Nº 02 de 2015, Resolução CNE/CP Nº 02 de 2019 e da Resolução CNE/CP Nº 04 de 2024 imply in the Brazilian educational sector? The work is organized with a qualitative approach, carried out through theoretical and documentary research. We used historical dialectical materialism as the research method. Methodologically, we present in a summary and panoramic way the public policies of the governos petistas from 2003 to 2016, we establish the relationship of the Political Agenda of the then PMDB (Partido do Movimento Democrático Brasileiro) with the document “Uma Ponte para o Futuro”, and the deepening of the Neoliberal Project in the government of Michel Temer, we analyze the implications of Emenda Constitucional Nº 95, and we present the Reforma do Ensino Médio as an antecedent of the educational policies of the governo Bolsonaro. This path explained above allowed us to substantiate the analysis of the relationship between as Resoluções CNE/CP Nº 02 de 2015, CNE/CP Nº 02 de 2019 e CNE/CP Nº 04 de 2024, and as a result, we observed that the three resolutions reflect the adoption of neoliberal tendencies and a minimal state logic, which influences and directs educational policies toward forming an increasingly pragmatic social profile.