Historical-Cultural Psychology and policies for continuing teacher training: considerations on the non-dichotomy of theory and practice

Abstract

Based on a doctoral study carried out between 2017 and 2021, on the theoretical-methodological bases of continuing teacher training, the objective of this text is to present a critical analysis of policies related to this training. In a specific sense, those that concern the context of Jair Bolsonaro's government, with the approval of CNE/CP Opinion n. 22/2019, which had as its central objective the repeal of Resolution CNE/CP n. 2/ 2015; the approval of Resolution CNE/CP n.02/2019, which defined the National Curricular Guidelines for the Initial Training of Teachers for Basic Education and established the Common National Base for the Initial Training of Teachers for Basic Education (BNC-Formação); and the approval of Resolution CNE/CP no. 01/2020, which provides for the National Curricular Guidelines for the Continuing Training of Basic Education Teachers and establishes the Common National Base for the Continuing Training of Basic Education Teachers (BNC-Continuing Training). In light of the foundations of Historical-Cultural Psychology, the methodological path included historical, bibliographic and documentary studies of the aforementioned political-educational-training framework. The results present a rupture and/or dichotomy between the conceptions of initial and continuing education and that such policies meet the proposal of the National Common Curricular Base for early childhood education and elementary education, which breaks with the broad conception of basic education and ratifies a logic of resumption and emphasis on skills and abilities.