BNC-Formação: As Paisagens Interpretativas Explicitadas em Periódicos Nacionais de Qualis “A” acerca da Formação de Professores/as de Ciências no Brasil

Abstract

The present dissertation assumed as the core of its actions the field of teacher education. Considering this scope, we were inspired by a political perspective, enhanced by dialogue, in which our incompleteness, the beauty of knowing and being, is present in the construction of knowledge itself. Thus, it should be noted that Brazilian education has experienced a set of curricular (de)forms proposed and implemented in the last decade. We can highlight as an important time frame the process of creating the Base Nacional Comum Curricular (BNCC) and Law 13.415/17, the New Secondary Education (NEM). By challenging ourselves to draw a historical overview of these structuring movements of contemporary (counter)reform in Basic Education that we are experiencing, and to demonstrate our concern with the new National Curricular Guidelines for teacher training, known as the Base Nacional Comum for Teacher Training (BNC-Formação), we aimed to understand this complex and multifaceted context. The theoretical constructs inherent to teacher training and curriculum assumed a foundational role in the challenge of interpreting and analyzing the aforementioned context, which constituted the phenomenon investigated in this research. Given this scenario, our investigation is characterized by its qualitative nature, with the development of bibliographic research. As empirical material, articles linked to Qualis "A" journals from the Quadrennium 2017-2020 on the Sucupira Platform were selected, considering the descriptors: BNC-Formação and DCN 2019. From this process, 20 articles were mapped and analyzed using the theoretical/methodological assumptions of Discursive Textual Analysis (ATD). The analysis of the empirical material allowed the emergence of thirteen initial categories, which, when grouped by similar themes, generated two intermediate categories and one final category. This process structured the metatext, the central objective of the ATD. As interpretative landscapes, it was revealed, through the communication in the analyzed articles, that the BNC-Formação is configured as an anachronistic training policy, intensely criticized by the academic community and anchored in neoliberal assumptions.