This article aims to analyze the configuration of contemporary Brazilian educational policies, highlighting the dialectical tension between the setbacks promoted by the neoliberal agenda and the forms of resistance materialized in teacher professional development. It is a qualitative research, characterized as a bibliographical and documentary study, theoretically and methodologically grounded in the assumptions of Consaltér and Fávero (2019) regarding scientific research in the field of educational policies. The focus of the analysis falls on the interlocution between global directives, curricular reformulation, and the distortion of the public school, with Saviani (2020), Dourado (2019), Libâneo (2016), and Purificação (2022, 2024) as the main interlocutors. The main findings reveal that current public educational policies operate under a logic of commodification and corporate management, moving away from their democratic nature. However, the study points out that teacher professional development, when articulated with a critical understanding of the curriculum and culture, constitutes a privileged locus of resistance and reaffirmation of education as a social right and a public good.
Marcelo Máximo Purificação, Nádia Bigarella, E. Catarino et al.· Revista de Estudos Interdisc...· 0 citations
This article aims to analyze the implications of Brazilian educational policies on teacher education, highlighting the tension between regulatory frameworks of a managerial nature and the critical perspective of professional development. This is a qualitative bibliographic and documentary study, grounded in historical-dialectical materialism. The theoretical framework draws on authors such as Frey, Libâneo, Frigotto, Gatti, and particularly Purificação, regarding studies on professional development and emancipatory praxis. The analysis focuses on the legais frameworks of undergraduate teacher education programs, the interference of international organizations, and the imposition of the Common National Curriculum Base (BNCC) through philanthropic consensus. The main findings reveal that current policies operate towards the conformation of teachers to the interests of capital, reducing their education to a technical and instrumental dimension. However, within the entanglements of policy implementation, possibilities for resistance and the reconstruction of a praxis aimed at human emancipation can be identified.
Marcelo Máximo Purificação, Elisângela Maura Catarino, Nádia Bigarella et al.· Revista de Estudos Interdisc...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
