Abstract

HUBLER, Lizete Camara; MARTINELLI, Maximino Luiz  and  BILIBIO, Rogério Augusto. Reflections of the Microsoft report, Teaching 2030 in Resolution CNE/CP n. 2/2019. Sér.-Estud. [online]. 2023, vol.28, n.62, pp.237-255.  Epub May 23, 2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i62.1753.

Qualitative in nature and based on historical-dialectical materialism, this essay aims to analyze the Microsoft report, entitled “The class of 2030 and life-ready learning: the technology imperative”, seeking to understand its influence in CNE/CP Resolution n. 2 of December 20, 2019. The desire for research is born by finding that the resolution contains the discourse and prerogatives of the Microsoft document. Given this implication, our investigative problem is to understand: to what extent this document influences the formulation of guidelines for teacher education? We will use the Microsoft report and the above resolution as the basis for analysis. Aware that educational policies are influenced by Multilateral Organizations and Private Devices of Hegemony, aimed at adapting education to the interests of capital, we perceive some mechanisms for this control, such as the restructuring of the teaching model and teacher education. The report, affirming the need for a new methodology to train children for the labor market, stresses the role that teachers need to develop in this process, as mere executors of a technical model. Thus, we understand that this investigation may contribute to understand the assumptions present in the guidelines construction of teacher education.

Keywords : Teaching 2030; control mechanisms; teacher training.

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