Paradigmas linear e complexo nas diretrizes curriculares nacionais para formação inicial de professores apara educação básica : tensionamentos, avanços e retrocessos

Abstract

This dissertation aims to investigate and reflect on the main tensions, advances and setbacks of the curricular guidelines instituted for initial teacher training, based on the identification of elements of the linear and complex paradigms, debatable from the emerging dialogic of the theory of complex thinking. This is a qualitative, documental study, characterized in terms of objectives as exploratory and descriptive. The results and inferences were reached through Content Analysis, which resulted in the analysis dimension Constitution of the Teaching Subject and two categories of a priori analysis, Structures of Documents and Professionalization and Teaching Professionality. Among the research findings, Resolution CNE/CP n. 2/2015 presented complex elements of a multidimensional and dialogical character, representing a breakthrough in the formation of the teaching subject, as it aligns in different aspects with the proposal of a reform of thought for teaching, as proposed by Edgar Morin, in order to respond to problems that are increasingly emerging and global in teacher training, which requires the formation of a complex teaching subject and organizing principles that allow them to connect and give meaning to knowledge. In a comparative way, Resolution CNE/CP nº 2/2019 also presented elements that approach the complex paradigm, however, due to the characteristics of the text of the document, it is inferred limitations to transcend the frontiers of knowledge, due to being totally rooted in a policy for competencies and technical enhancement. In this way, it is classified that the 2019 Resolution, taken as a proposal that should expand and improve the quality of the training processes, is shown as a technical instrument, which disarticulates the initial and continued training and the valuation of the teacher, evidence- if so, a step backwards in relation to the previous Guideline, with expressive elements of disjunction/reduction, characteristics that place this policy strongly aligned with the linear paradigm, oriented towards a training that may become insufficient to understand the whole, the complex, its implications and interrelationships.