Recentes Imposições à Formação de Professores e seus Falsos Pretextos: as BNC Formação Inicial e Continuada para Controle e Padronização da Docência

This paper takes up and updates our previous one in an attempt to foster the continuity of the debate between Science Education researchers and teachers about recent public curricular policies aimed at teacher education, which have been produced and approved without dialogue with the school and research communities. To do so, we carried out an analysis of documents from textual analysis and by using seven analysis items constructed both a priori and a posteriori. The results of this study allow us to state that there is an alignment between the teaching/learning and assessment proposals related to basic education with those recommended for teacher education. There are influences from external experiences regarding the prescriptions, but it is noteworthy that the general competences of the Brazilian National Curriculum for Basic Education have the same number and nature as those present in the Brazilian National Curriculum for Teachers Initial and Continuing Education. This means that, in addition to teachers education being proposed, for the first time, based on the idea of competences, focused on the development of practical, efficient and productive skills, there is an attempt to erase teachers education projects that had been conducted so far, thus fostering the mischaracterization of teaching through control and standardization of the educational processes.