Resumo

ARAUJO, Osmar Hélio Alves. “New” National Teacher Training Policy including pedagogical residence: where is the supervised stage leading to?. Sér.-Estud. [online]. 2019, vol.24, n.52, pp.253-273.  Epub 09-Jan-2020. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v20i52.1270.

This article is inserted in the theme concerning the “new” National Teacher Training Policy including Pedagogical Residence regulated under the Michel Temer government. The objective was to problematize the unfolding of the Pedagogical Residency Program during supervised internships. Official documents were examined, which, from 2018, were drawn up to guide and regulate the Pedagogical Residency Program, particularly considering Capes notices 6/2018 and 7/2018. It was evidenced that Supervised Internships were placed in a strategic place, and linked to an improvement and reformulation perspective, aiming, above all, to institutionalize the National Curricular Common Base (Base Nacional Comum Curricular [BNCC]) and the standardized curriculum, in order to make national tests feasible. The disarticulation between the basic school pedagogical process, the Brazilian social-political and historical scenario and teacher training is at stake.

Palavras-chave : supervised internship; pedagogical residence; praxis; teacher training.

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