Formação de professores: problematizações de marcos legais brasileiros à luz da abordagem do Ciclo de Políticas de Stephen Ball

Abstract

The text makes provocative assumptions underlying the guidelines advocated by legal frameworks that deal with the issue of teacher training in the Brazilian context, in the light of the policy cycle. Therefore, it is a general objective to analyze the presuppositions, conceptions and orientations that underlie legal frameworks that deal with the subject of teacher training in Brazil. In this context, pivotal questions helped to develop our reflections, namely: what are the guidelines proposed by Brazilian legal frameworks on the subject of teacher training? What epistemological assumptions underlie the guidelines contained in these documents? In fact, we take as scope of analysis for the reflection delineation presented here the Law of Guidelines and Bases of National Education (LDBEN n.º 9394/96) and the National Curricular Guidelines for Initial and Continued Teacher Training (2015) we proceeded to a comparison between the guidelines contained in these documents with the theoretical-analytical framework of the policy cycle. We support the contributions made by Ball (2002) and Mainardes (2006) on the approach about the policy cycle, in addition to the theoretical reflections and contributions proposed by national and international researchers studying the theme of teacher training: Gatti (2010); Zeichner (2014); Pimenta and Ghedin (2012); among others. In accordance with the policy cycle framework, we conclude the text by outlining the dynamic, complex, and multifaceted process of the materialization of educational policies, including social agents, especially teachers, as one of the main responsible for their interpretation, in the context of practice.