Reconfiguração da gestão educacional no curso de Pedagogia: crítica à Base Nacional Comum para a formação inicial de professores da educação básica

Abstract

We analyzed how the National Common Base-Formation, which came into effect in December 2019, impacts the Pedagogy course, with a focus on educational management. Through a dialectical approach, we traced the historical context of the last decade, which sets the conditions for the formulation of the National Common Base-Formation and Resolution CNE/02/2019. We conducted a qualitative research that problematized the elements of this curriculum policy within its specific context. Documentary analysis was employed, with the CNE's opinion and the resulting resolution as the primary sources of the research. We engaged in theoretical dialogue regarding education and educational management with Pereira and Minasi (2014), Porto (2016), Gomes (2011), Gadotti (2014), and Luck (2016). We conclude that, given the radicalization of neoliberalism through the rise of far-right ideologies, public schools and universities have become targets of a fascist control project. In this context, the National Common Base-Formation suppresses educational management in the training of pedagogues, reducing the course to a teacher training program devoid of critical debate. Therefore, we believe that the curricular discussion within the Pedagogy course needs to take place despite the National Common Base-Formation. On the one hand, it should formally adhere to what the resolution dictates, while on the other hand, it should ensure that educational management, as a fundamental area of pedagogue training, continues and deepens the discussion about education as a right and public schools as objects of social contention.