O processo de elaboração das diretrizes curriculares nacionais para formação de professores (2002-2024): implicações para a reformulação dos cursos de pedagogia

Abstract

This dissertation is part of Research Line I – Culture, Educational Processes, and Teacher Education – within the Graduate Program in Education (PPGE) at the State University of Western Paraná (Unioeste), Francisco Beltrão campus, and is aligned with the activities of the Research Group on Higher Education, Teacher Education, and Work (GESFORT), which examines policies and processes related to teacher preparation. The general aim was to analyze the process of developing the National Curriculum Guidelines for Teacher Education (DCNFPs) between 2002 and 2024, as well as their implications for the reformulation of Pedagogy programs. The central research question was: How did the process of developing the DCNFPs unfold between 2002 and 2024, and what were its implications for the reformulation of Pedagogy programs? To address this, the study pursued three specific objectives: to identify the extent to which the principles and orientations of the 2002 DCNFPs were incorporated into the 2006 National Curriculum Guidelines for Pedagogy Programs (DCNCPs); to analyze which principles and conceptions from the 2006 DCNCPs were subsumed into the 2015 DCNFPs; to examine the mobilization of educators advocating for the repeal of the 2019 DCNFPs and the immediate reinstatement of the 2015 guidelines, with a focus on continuities, ruptures, and tensions in current teacher education policy and its implications for Pedagogy programs. The research adopted a qualitative approach, based on bibliographic and documentary analysis, developed from a critical-dialectical perspective. The sources consisted of official documents from the Brazilian government, available on the Ministry of Education (MEC) website, particularly resolutions and opinions issued by the National Education Council (CNE) concerning teacher education policies during the period studied. The data were organized and discussed across three chapters. The first examined the socio-historical movement that led to the drafting of the DCNFPs (Resolution CNE/CP No. 1/2002) and the DCNCPs for undergraduate Pedagogy programs (Resolution CNE/CP No. 1/2006), considering the political, economic, and social conditions shaping these processes. The second chapter analyzed the drafting of Resolution CNE/CP No. 2/2015, comparing it with the 2006 guidelines. The third chapter contextualized the drafting of Resolutions CNE/CP No. 2/2019 and No. 4/2024, as well as the mobilization of educators defending the repeal of the 2019 resolution and the reinstatement of the 2015 guidelines. The study concludes that the current 2024 DCNFPs do not grant centrality to Pedagogy programs, nor do they recognize them as a field of Educational Science. Instead, they restrict their scope to the preparation of teachers for Early Childhood Education and the initial years of Elementary Education. The adaptation of programs to Resolution CNE/CP No. 4/2024 is likely to require curricular revisions that may result in the loss of historical and formative specificities of Pedagogy, whose field of practice encompasses both school and non-school contexts.