Abstract:

This article seeks to analyze the dilemmas and contradictions of the National Curriculum Guidelines (DCN - Diretrizes Curriculares Nacionais) and the Common National Base for the Initial Training of Basic Education Teachers (BNC-Formação - Base Nacional Comum para a Formação Inicial de Professores da Educação Básica) and their curriculum implications in teacher training. To this end, a qualitative approach study was conducted, supported by literature review and documentary research in accordance with Resolution CNE/CP No. 2/2019 and other regulations. Guided by content analysis, they were composed of the following categories: international influence, association with the Common National Curriculum Base, expertise, curricular atrophy, standardization, accountability, teacher deprofessionalization and theory-practice relationship. The BNC, mistakenly, presents itself as the benchmark for the quality of teaching, thoroughly standardizing the organization of teacher training courses. Such a regulatory framework contain elements of an efficient curriculum design and outlines a reduced, utilitarian, pragmatist view of teaching and reveals its technicist character.

Keywords:
curriculum guidelines; teacher training; education policies.