Política de formação de professores no Brasil e na Argentina: concepções em disputa no século XXI

Abstract

This thesis, developed within the Postgraduate Program in Education at the Federal University of Grande Dourados (UFGD), linked to the research line "Education Policies and Management," aimed to analyze the conceptions that underpin the policy of teacher education in basic education in Brazil and Argentina. Among the methodological choices adopted for this investigation, it was defined as a Marxist dialectical research in terms of epistemological bases, qualitative in terms of the approach to the problem, and documentary and bibliographic in terms of procedures. The temporal framework considered to contextualize the analyses was the promulgation of the general education laws in force in the two countries investigated – the Ley Federal de Educación (Argentina, 1993) and the Lei de Diretrizes e Bases da Educação Nacional (Brazil, 1996). The focus of the analysis period was concentrated on the scenario of the first decades of the 21st century, with the object of study being the conceptions that underpin the policies that guide teacher education in the Brazilian and Argentinian contexts. The choice of delimitation is based on the similar trajectory of redemocratization, reforms, and achievements related to educational policies and laws in the two countries investigated. Despite differences in assets, population, and level of economic development, the process of restructuring of nation-states at the end of the 20th century is observed, which intensified in the Latin American sphere and generated significant impacts on both the configuration of educational policies and the format of schooling and its delivery models. It is in this context that Brazil and Argentina enacted laws that reconfigured the educational field, including, among other measures, the expansion of compulsory schooling. The analyses of the selected regulations were conducted using the categories of totality and contradiction, central to the method of historical-dialectical materialism, which guided reflections on how teacher education policies can serve the reproduction of capitalist relations or, conversely, open spaces for resistance in a field of dispute. This research sought to advance a critique that addresses the material interests and class struggle projected onto the field of teacher education policy. It also aimed to go beyond the surface of legal texts and demonstrate how and why neoliberal conceptions materialize in Brazilian and Argentinian policies, revealing the profound dynamics of the debate on education in peripheral capitalism. Therefore, the central thesis of this research is confirmed: teacher education policies in Brazil and Argentina in the 21st century are effectively a stage for competing conceptions, since the polarization is not merely theoretical but is concretely materialized in the legal frameworks and political orientations of the respective countries.