Resumo

BALDAN, Merilin  e  CUNHA, Érika Virgílio Rodrigues da. Populating subjectivities in the “new” politics for teacher education in Brazil: a discussion about competences. Sér.-Estud. [online]. 2020, vol.25, n.55, pp.51-71.  Epub 01-Abr-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v0i0.1501.

The article herein focuses on the centrality of the notion of competences in normative documents for teacher education. The approval of the Resolution CNE/CP n. 2/2019 to replace Resolution CNE/CP n. 2/2015 makes relevant the investigation of how the subjectivities surrounding the notion of competence, thus normalizing the character increasingly prescribed of the regulation. Thereby, we aim to understand how the reiteration of competences in teacher education processes the settlement of subjectivities. Our references were mainly Harvey, Santos, Duarte, Ramos, Ball, Brown, and Taubman. We relied on the evocation of the neopragmatism and the epistemology of practice over time as the meanings that hegemonize the competences in initial teacher education. We conclude by explaining how the competences produce two fundamental movements for the production of subjectivities for neoliberal reasons in current politics. They operate the desecration of education as a value in general, at the same time that they process psychic seduction and the acceptance of instrumental policies and practices.

Palavras-chave : curricular policy; competences; teacher educacion.

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