GUEDES, Marilde Queiroz. The New Teacher Education Policy in Brazil: Frameworks of the National Curricular and Pedagogical Residence Program. []. , 9, 1, pp.90-99. ISSN 2182-1372.  https://doi.org/10.25757/invep.v9i1.174.

Teacher training is recognized as a central theme for promoting quality in the education system and for implementing national curriculum policies. The purpose of this paper is, theoretically, to discuss the new policy of teacher education recently launched by the Brazilian government, and the frameworks of this policy within the National Curricular Common Base and the Pedagogical Residence Program, norms that complete it. Preliminary analyzes show that it is a tax policy because it has not been discussed with training institutions, with teachers, with basic education schools, or with scientific education entities. The official documents CNE / CP Resolution 2/2017 and the CAPES 6/2017 Announcement make clear the retrograde and centralizing character of the government bodies in the face of the new policy, which we infer is intended to mask the absence of concrete actions of federal to ensure the material conditions necessary for the training of teachers, diverting the attention of society on the contingency of public resources destined to public education. The weaknesses are due, among others, to the violation of the National Curricular Guidelines for Teacher Training, as recommended in the Opinion and Resolution CNE / CP n. 2/2015, and it hurts university autonomy.

: Teacher Training Policy; Brazil; Frames; BNCC; Pedagogical Residence Program.

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