Licenciaturas em questão: performatividade do professor por formulário e controle do trabalho docente

Abstract

Abstract: This article aims to contribute to the understanding of key aspects of the current reforms in teacher education programs in Brazil. Grounded in historical-dialectical materialism, the study adopts a qualitative approach based on bibliographic and documentary research. Focusing on the analysis of Resolution CNE/CP No. 04/2024, the article discusses the implementation of a neotechnicist conception of education, the corresponding pursuit of teacher performativity, and the instrumentalization of teacher education policies. In this context, the reforms of teacher education programs, in line with the provisions of Resolution CNE/CP No. 04/2024, seek to promote policies aimed at curriculum standardization, the orientation of teaching and learning processes toward competency-based education, the systematic use of assessments to measure efficiency and performance, the expansion of monitoring and control mechanisms over teaching work, and the accountability of teachers for school failure. As part of these trends, the implementation of the new National Student Performance Examination (ENADE) for teacher education programs, the expansion of distance education, the reinstatement of the National Teacher Examination, and the More Teachers for Brazil Program reveal the advance of neoliberal managerial practices in education. This process contributes to the theoretical and political impoverishment of teacher education programs and continuing teacher professional development policies. The study concludes that the ongoing reforms in Brazilian public education seek to establish a new educational model aligned with the contemporary demands of capital.

Keywords: Teacher education; Teacher education programs; Neotechnicism; Resolution CNE/CP No. 04/2024; Educational policies.