Abstract

GIOVINAZZO JUNIOR, Carlos Antonio. Professional formation in higher education institutions and pedagogical practice in basic education: intentions, realizations and ambiguities. Educ. Rev. [online]. 2017, vol.spe, n.1, pp.51-68. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.49147.

This is an analysis of two documents produced to regulate and guide the initial formation of basic education professionals (CNE/CP No. 1/06 and the CNE/CP No. 2/15). Based on Notions of technological rationality and semi-formation, formulated by Marcuse and Adorno, are used to examine the teacher education model established by members of the National Education Council. Both sources are considered in order to reflect on major trends that characterize the teacher formation in Brazil. If technological rationality produces layouts which express how domination takes place in the administered society, if semi-formation is the predominant form of socialization, reflecting the alienation that characterizes the relationship of individuals with people, things and nature, the analysis allows us to claim that the typical contradictions of societies marked by inequality and oppression, that in turn create uncertainties about the function of the schools, are present in the dilemmas implicated in teaching. The initial formation model prioritizes technical education at the expense of articulation between instruction, teacher formation and political education, and the resources called into play for this are closely linked to the instrumental character conferred on the professionalization of teachers, by reducing the act of teaching to didactic technique and theory to a knowledge set to be applied in the educational process in accordance with certain principles that must be properly observed.

Keywords : Teacher formation; Pedagogy; Curriculum guidelines; Teaching practice; Graduation for teachers in higher education..

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