National curriculum guidelines for initial teacher training: standardize to control?

Abstract

This article aims to discuss the standardization of initial teacher education, imposed by CNE/CP Opinion 22/2019 and CNE / CP Resolution 02/2019, as a formative “grid” that removes the subject and the subjectivity of teachers from the center of the formative process, focusing on the technical dimension of training with predefined skills and abilities and establishing standards that can be used in a large-scale teacher evaluation in the form of an audit. This norm manufactures teaching

identities when it prescribes the ways of being a teacher and pedagogical practice and aligns the formation to the content of the BNCC, within the management model that underlies the ongoing reform package. There is a reorganization and profound change in the fundamentals, objectives, contents, and structure of the initial formation, strongly associated with the culture of performance, focused on the management of results in line with the capital project. These are changes that expropriate the teacher from his mode of production, proposing the control of teaching work that seeks to submit the tacit knowledge built in work situations and subsidize his practice, his teaching craftsmanship. This guide brings with it the intentionality of expropriation of creative knowledge, constituted by contents linked to the field of art, aesthetics, critical context analysis, strengthening of ethical aspects, etc., inherent to cultural formation and human development. Considering this formative intentionality, a culture of heterogeneity is outlined, constituted by standardization, control, and evaluation (guidelines of the New Public Management - NPM); fertile field for the implantation of the ideology based on the free competitive market that perpetuates and intensifies the exploitation of the worker.