National Curricular Guidelines for teachers' training (Res. 2/2015): principles and conceptions

Abstract

This study aims at clarifying the principles and conceptions promulgated in the National Curriculum Guidelines for Teacher Training (DCNFP) at the higher level, Resolution no. 2 on July 1st, 2015. There are discussions regarding the context in which such document was written, the educational policies, from the 1990s, specifically for teachers’ training area, whose emphases are on conflicts, contradictions and implications for the teaching work. It highlights that the new DCNFP can help on interlinking the initial and continued teachers’ training, as well as establishing a training model that can strengthen the bonds between Higher Education institutions and Basic Education schools. The progress of this Guideline lies on the recommendations inclusion for the four dimensions of the current training in Brazil: initial training, second degree, pedagogical complementation for graduated students and continuing education. The principles and guiding conceptions of the document are common to the four dimensions and are differentiated in practical-organizational aspects related to temporality and to the curricular components. Finally, it discusses about the initial formation evidencing how the National Common Base, written since the 1980s by the educators' movements, is highlighted. However, there is a need to evaluate the contents comprehensiveness in the process of elaboration and implementation of political-pedagogical projects of the training institutions because, depending on the adopted curricular model, there is a risk of emptying, by other means, the mastery of knowledge essential for training and teaching work.