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Revista Internacional de Educação Superior

versão On-line ISSN 2446-9424


CARDOSO, Danielle Engel Cansian  e  ENS, Romilda Teodora. Affirmative Actions and Challenges in Teacher Formation Initial (BNC-Formação). Rev. Int. Educ. Super. [online]. 2022, vol.8, e022044.  Epub 12-Ago-2022. ISSN 2446-9424.

This article aims to analyze The CNE / CP nº 2/2019 Resolution, which defines the National Curriculum Guidelines for Initial Teacher Formation for Basic Education and institutes the Common National Base for Initial Basic Education Teacher Formation (BNC- Formation). The research assumption is that access through affirmative actions to higher education institutions in Brazil insert subjects from different cultures, social and economic origins into the classrooms, and that access policies through affirmative actions are not found in the curriculum, the structure and organization of IES elements that meet this reality. Through the qualitative approach research, bibliographic and documentary research, it was possible to apprehend and understand about: affirmative action policies; post-critical curriculum theory and challenges of intercultural education. In the content analysis of CNE / CP nº 2/2019 Resolution (BRASIL, 2019, 2020), we seek to establish the presence and/or absence of representative elements of affirmative actions and post-critical curriculum theory, through the intercultural approach and the challenges that involve this way of considering education. The results indicate that the post-critical curriculum theory, anchored by the interculturality of multiculturalism, if put into practice, will be able to serve students entering higher education, but the challenges remain, since the new policies design of initial formation ignores the conditions social, historical and economic aspects in which Teacher Formation takes place because it is focused on the logic of the market.

Palavras-chave : Educational policies; Teacher formation; Affirmative actions; Curriculum.

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