Abstract

SEVERO, José Leonardo Rolim de Lima  and  PIMENTA, Selma Garrido. Versions of the Didactic Field in the National Common Base for Teacher Education in Brazil. Sér.-Estud. [online]. 2020, vol.25, n.55, pp.117-131.  Epub Apr 01, 2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v0i0.1479.

This text seeks to discuss how the field of Didactics is located in the third version of the advice for revision and updating of the Resolution CNE/CP n. 02/2015 and in the Resolution CNE/CP n. 2, of December 20, 2019, which institutes the National Common Base for Teacher Training (BNC). Going through the contributions of scholars through the mapping of specialized literature, we support the conceptual argument that the field of Didactic, represented by the General Didactic component, establishes in the curriculum of the courses for teacher’s education degree a focus of theoretical-practical problematization of the mediation of learning in concrete contexts, relating educational purposes, knowledge and methodologies. The practical meaning of Didactic, embodied in a critical and transformative concept of teaching, does not find a place in the analyzed documents. When advocating the concept of Pedagogical Knowledge of Content to the detriment of the complexity of knowledges that intertwines in teacher education, the third version of the advice focused on specific didactics trends that are produced with a focus on the teaching of disciplinary content. In the final document, despite mentioning the specificity of the field of Didactic, denoting the viability of a curricular component of General Didactic, the BNC disregards the socio-political bases of didactic mediation, operating with a restrictive perspective that dissociates its methodological-operative character from epistemological and ethical-political reflection of Pedagogy.

Keywords : curricular policy; competences; teacher educacion.

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