Psicología Histórico-Cultural y políticas de formación continua de docentes: consideraciones sobre la no dicotomía de teoría y práctica
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A partir de un estudio de doctorado realizado entre 2017 y 2021, sobre las bases teórico-metodológicas de la formación continua docente, el objetivo de este texto es presentar un análisis crítico de las políticas relacionadas con esta formación. En sentido específico, aquellas que atañen al contexto del gobierno de Jair Bolsonaro, con la aprobación del Dictamen CNE/CP n. 22/2019, que tuvo como objetivo central derogar la Resolución CNE/CP n. 2/2015; la aprobación de la Resolución CNE/CP n.02/2019, que definió las Directrices Curriculares Nacionales para la Formación Inicial de Profesores de Educación Básica y estableció la Base Nacional Común para la Formación Inicial de Profesores de Educación Básica (BNC-Formación); y la aprobación de la Resolución CNE/CP no. 01/2020, que establece los Lineamientos Curriculares Nacionales para la Formación Continua de Docentes de Educación Básica y establece la Base Nacional Común para la Formación Continua de Docentes de Educación Básica (BNC-Formación Continua). A la luz de los fundamentos de la Psicología Histórico-Cultural, el recorrido metodológico comprendió estudios históricos, bibliográficos y documentales del citado marco político-educativo-formativo. Los resultados presentan una ruptura y/o dicotomía entre las concepciones de educación inicial y continua y que dichas políticas atienden a la propuesta de la Base Curricular Común Nacional para la educación infantil y la educación primaria, que rompe con la concepción amplia de educación básica y ratifica un Lógica de reanudación y énfasis en habilidades y habilidades.
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