Uma paisagem compreensiva acerca da BNC-formação: das lentes dos normativos às compreensões dos formadores de professores de química do Centro-Oeste

Abstract

We are experiencing a set of restructurings in the educational context in our country, as an example we can mention Law number 13,415/2017 that proposes changes in the Law of Guidelines and Bases of National Education (LDBN) (BRASIL, 1996); the National Common Curricular Base (BNCC), approved on December 20, 2017 (BRASIL, 2017); the new policy of the National Textbook Program (PNLD) 2021 and the National Curriculum Guidelines for the Training of Basic Education Teachers (BNC Formação) (BRASIL, 2019). Law nº 13.415/2017 amended the LDBN and established a change in the structure of High School, defining a new curricular organization, supposedly more flexible, which includes a BNCC and the offer of different possibilities of choices to students with training itineraries, focusing on in areas of knowledge and technical and professional training. Faced with the reformulation of Secondary Education, via BNCC, and the proposition of BNC-Training, the present work aims to understand the understanding of Chemical Education teachers, linked to public higher education institutions in the Midwest region, in relation to the BNC- Training, explained through Resolution CNE/CP No. 2, of December 20, 2019 (BRASIL, 2019). The research adopted a qualitative character, and was structured through two moments: i) document analysis; ii) the development of an online questionnaire, via Google Forms. In the first moment, a documental analysis was carried out about some normative documents, pertinent to the investigation. In the second moment, an online questionnaire consisting of open and closed questions was created/applied, with the intention of tracing a profile of the respondents and their understandings about the BNC-Training. The empirical material, from moments i and ii, were analyzed using the theoretical/methodological assumptions of Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi (2016). Thus, after document analysis and questionnaires sent to training teachers, linked to Chemistry Licentiate courses, from higher education institutions in the Midwest Region, it is concluded that any change in curricular guidelines for teacher training must be constructed dialogically with everyone involved in teacher training, thus not restricting teacher training to just a group of skills.