Reflections on the DCN/2024: Insights from Historical-Critical Pedagogy

Abstract

This article discusses the Diretrizes Curriculares Nacionais (DCN/2024) for the initial teacher education, approved by Resolução CNE/CP nº 04/2024, with a focus on the critical formation of educators. From a historical-critical pedagogy perspective, it analyzes how the DCN/2024 reflects the devaluation of teaching and the marketization of education. Although the resolution presents principles of emancipatory education, it fails to provide proposals for critical and reflective training, limiting itself to a superficial pedagogical practice focused on the development of practical skills. The proposal for supervised internships and extension activities, with reduced theoretical hours, disregards the complexity of the educational reality and prevents the development of competencies for true professional training. Furthermore, the presence of educational companies in the process of formulating the guidelines reveals an agenda that favors private interests, compromising the social function of education. In contrast, the article advocates for a teacher education based on historical-critical pedagogy, integrating theory and pedagogical practice, promoting conscious and transformative intervention capable of changing Brazil's social and political reality.