<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000301014</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i3p1014-1035</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESVAZIAMENTO DA DIDÁTICA E DA PEDAGOGIA NA (NOVA) BNC DE FORMAÇÃO INICIAL DE PROFESSOR DA EDUCAÇÃO BÁSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE EMPTYING OF DIDACTS AND PEDAGOGY IN THE (NEW) BNC INITIAL EDUCATION OF BASIC EDUCATION TEACHER]]></article-title>
<article-title xml:lang="es"><![CDATA[EL VACÍO DE LA ENSEÑANZA Y LA PEDAGOGÍA EN LA (NUEVA) EDUCACIÓN INICIAL DEL MAESTRO DE EDUCACIÓN BÁSICA DEL BNC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MASCARENHAS]]></surname>
<given-names><![CDATA[Aline D. N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[Maria Amélia Santoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNEB  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>1014</fpage>
<lpage>1035</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000301014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000301014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000301014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo, de natureza ensaística, analisa a recente Resolução CNE 02/2019, que estabelece a Base Nacional Comum para a Formação Inicial de Professores da Educação Básica. O texto pretende desvelar as intencionalidades político-ideológicas contidas no referido documento. Para tanto, toma como questão de pesquisa: Quais intencionalidades político-ideológicas se corporificam nas referidas diretrizes? Os resultados indicam que o ideário proposto se pauta numa compreensão meramente tecnicista da docência, ancorado na pedagogia neoliberal que se reverbera no campo da profissionalização docente, induzindo a práticas reducionistas de formação, reconduzindo-as a uma concepção instrumental e acrítica da didática e ao retrocesso epistemológico da pedagogia das competências de cunho behaviorista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay, written how essayistic nature, analyzes the recent CNE Resolution 02/2019 that establishes the Common National Base for the Initial Formation of Teachers of Basic Education. The text intends to unveil the political-ideological intentions contained in that document. Therefore, it takes as research question: What political-ideological intentions are embodied in the referred guidelines? The results indicate that the proposed idea is based on a technicist understanding of teaching, anchored in the neoliberal pedagogy that reverberates in the field of teacher professionalization, leading to reductionist training practices, bringing them back to an instrumental and uncritical conception of didactics and to the epistemological regression of the pedagogy of behaviorist skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este ensayo, de carácter ensayístico, analiza la reciente Resolución CNE 02/2019 que establece la Base Común Nacional para la Formación Inicial de Docentes de Educación Básica. El texto pretende desvelar las intenciones político-ideológicas contenidas en ese documento. Por tanto, se toma como pregunta de investigación: ¿Qué intenciones político-ideológicas se plasman en los referidos lineamientos? Los resultados indican que la idea propuesta se sustenta en una comprensión tecnicista de la enseñanza, anclada en la pedagogía neoliberal que repercute en el campo de la profesionalización docente, conduciendo a prácticas formativas reduccionistas, devolviéndolas a una concepción instrumental y acrítica de la didáctica y a la regresión epistemológica de la pedagogía de las habilidades conductistas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professor]]></kwd>
<kwd lng="pt"><![CDATA[Resolução CNE 02/2019]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[CNE Resolution 02/2019]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Resolución CNE 02/2019]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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