Common National Base for Basic Education Teacher Training: dilemmas, clashes and points of view

Abstract

This paper's goal is to reflect on the Common National Base for Basic (BNC-Formação) in its initial proposal and, from it, analyze the BNCC. The BNCC is fully implemented since 2019; we organize our debate in four moments: first, we assume from Santos (2002) that both policies are reproductions of an indolent reason, which is presented in the four ways theorized by the author. We indicate that the indolent reason is present among the curriculum and training policies established by an “efficientist” model. The “efficientist” model is based on a school, student, teacher, and society concepts aloof from the Welfare State. The State, among other aspects, should be shaped by diversity and cultural differences. Secondly, we conduct a study of the BNCC, thus understanding that it is necessary to deepen our research to understand the interdependence between BNCC and BNC-Formação and the point of view that unifies them. Third, we bring a discussion that permeates the research with ordinary concepts of roots and options (SANTOS, 2008), which impacts our points of view about curriculum and teacher training. Finally, we conclude that teacher trainings should incorporate the idea of teachers as producers of curricula, pedagogical materials, and evaluation processes and not message senders of predetermined contents designed in the educational policies.