Resumen

MILITAO, Andréia Nunes. THE INSERT OF THE TERMINOLOGY “RIGHT TO LEARNING” IN THE LEGAL FRAMEWORK OF TEACHER TRAINING. Práx. Educ. [online]. 2021, vol.17, n.46, pp.152-176.  Epub 24-Dic-2021. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i46.8921.

It is assumed that the National Curriculum Guidelines for Initial Teacher Training for Basic Education and the annex called Common National Base for Initial Basic Education Teacher Training (BNC-Training) support an economicist approach in in line with the current ultraliberal project. It is argued that Opinion CNE/CP No. 22/2019 and respective Resolution CNE/CP No. 02/2019 and CNE/CP Opinion No. 14/2020 and CNE/CP Resolution No. 1/2020 recover a teacher training project anchored in technical rationality, politically and institutionally defeated in the early 2000s. supports and which elements characterize the teacher training project inscribed in the 'new' guidelines. It resorts to documentary research, focusing particularly on the analysis of the insertion of the terminology "right to learning" in the new guidelines with a view to revealing the implications for the initial training of teachers. The aim is, therefore, to trace the path that led to the incorporation of the term “learning right”

in the regulations pertaining to teacher education. It adopts the concept of learning and has Biesta (2012, 2013, 2017) as a reference author to analyze the legal discourse. The replacement in the normative text of the language of education by the language of learning is materialized in the BNC-FI and BNC-FC with the listing of skills and abilities, obliterating the place of knowledge in the teacher education project and, therefore, in training of students in basic education, indicating the influence of a matrix based on technical rationality in training processes to the detriment of a foundation based on critical rationality.

Palabras clave : Teacher Education; National Curriculum Guidelines; Right to Learning..

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