Resumo

BARRETO, Anderson Cristian; COSTA, Maria Luisa  e  SOUZA, Vânia de Fátima Matias. From neoliberal ideas to the constitution of Brazilian teaching training policies: times of ideological recession or market alienation?. Conjectura: filos. e Educ. [online]. 2021, vol.26, e021010.  Epub 10-Maio-2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v26.e021010.

Brazilian teacher education was marked by knowledge dialogues, structural and conjunctural changes and transformations, linked to social, cultural, economic, legal and political spheres, influencing and (re) configuring the dimensions of being a teacher. It makes possible the dichotomous transposition between scientific knowledge and common sense, allowing reflections to a conjunctural analysis about the reality, making the fundamental of the training process effective. Elucidates that from the alienated rupture, carried out through ideological principles, they weaken and fragment the formation. We propose to analyze the evidence outlined in CNE Resolution n. 6/2018 (BRAZIL, 2018), about the national implementation of institutionalized neoliberal policies for teacher education in Physical Education, for this purpose we concentrated on descriptive investigative characteristics with content and document analysis assumptions (MINAYO, 2016), supported by the sub-understanding of the alienation theory brought by Konder (2008, 2009). In light of the analyzes, indicators of neoliberal ideas stood out, transcribed through the guidelines with a view to teacher training to work in the world of work. Based on the normalized guidelines in favor of a training process with “competences” and “skills”, outlined in the indicators destined to the “area of study and research”; “Specific knowledge area for education”, “academic activity for teaching practice”; and “curricular component”, highlighting the assumptions of a systemic and linear formation, subscribing the human formation of the future teacher to certain interests with a bias that diverge from the educational assumptions, raising a possibility of alienation, inducing the teacher formation through a prescribed ideology subliminally to which the professional in training will be submitted, sometimes making it difficult to build a knowledge that allows their emancipation in a critical and reflective way about social reality.

Palavras-chave : Physical Education; Teacher training; Neoliberalism; Alienation.

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