Resumo

FERNANDES, Solange Jarcem; BELLE, Mariana Sayd  e  PRADO, Lenira de Jesus. Initial and continuing teacher education in the context of educational reforms. Sér.-Estud. [online]. 2023, vol.28, n.63, pp.47-68.  Epub 21-Ago-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v28i63.1758.

The purpose of this article was to analyze the influences proposed by the Education 2030 Framework for Action in the Resolutions n. 02/2019 e n. 01/2020 of the National Board of Education (CNE) about initial and continuing education for teachers. The proposals were agreed in the World Education Forum (2015), carried out by international organizations, with Brazil as one of its signatories. An analysis was made of the educational legislation and the documents: Incheon Declaration and Framework for Action for the implementation of the Sustainable Goals (2016), National Education Plan (BRASIL, 2014), National Board of Education Resolutions n. 02/2015, n. 2/2019, and n. 01/2020, and National Curricular Basis (2017 and 2018). Based on the proposals to reformulation implanted post-Incheon, it is possible to notice several changes in the educational project to meet global demands for technological adequacy, workforce training, collaborations, and partnerships with the private sector. New guidelines were published without the discussion or participation of society, even if the supranational document claims to support the fight for the right to participate of all interested parties. Current resolutions remove the human formation activity from the teaching work, suppress the autonomy of higher education institutions and make clear the intention to ensure the maintenance of relations of production.

Palavras-chave : initial and continuing education policy; CNE Resolutions n; 02/2019 and 01/2020; Education 2030 Framework for Action.

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