A natureza e os fins da formação docente: crítica às políticas de formação de professores e às teorias do conhecimento subjacentes

Abstract

This thesis aims to understand the nature and purposes of teacher training, considering theories of knowledge and the epistemological and gnosiological concepts present in the initial teacher training policy in Brazil, from a dialectical perspective. It carries out bibliographic and documentary research, based on theorists, authors and legal frameworks that deal with this topic. It starts from the assumption that there is an intrinsic relationship between knowledge, the emptying of knowledge, and its materialization in teacher training, through the reductionism of the conception of training and knowledge, thereby denying the nature and purposes of training. In the context under study, the technical rationality and epistemology of practice are identified, present in teacher training policies, which generate the theoretical emptying of training, excluding the teacher training process as an investigation of the educational phenomenon, its own genesis and purposes of Education and teacher training policy. The central premise, in this aspect, concerns the adoption of epistemological concepts present in teacher training policy and in the theory of knowledge that align with the ideology of neoliberal capital and the logic of the market. The work defends the need to adopt a theory that opposes this logic, developing training under the historical materialist dialectical theoretical basis. It problematizes the hegemony of neoliberal capital in its social, educational, political and scientific aspects, asking: what is the meaning and meaning of education, knowledge and teacher training in this context? How teacher training policy is presented in the current situation and what are the epistemological and gnosiological conceptions underlying them. As a summary, it presents the defense of teacher training based on Marxist-based theory as a principle of social transformation, and, finally, taking into account the object and problem of research, defending teacher training from a revolutionary perspective.