BNC-TRAINING AND DEGREE COURSES

barriers and risks for initial teacher training

Abstract

This article critically analyzes the implementation of the basic education curriculum reform endorsed by the National Common Curricular Base-BNCC in high school and its direct relationship with the Common National Base for Basic Education Teacher Training (BNC-Formação). It has as a reference the theoretical framework published in scientific journals and journals, from the initiatives to implement the policy in public education systems in Brazil, which directly impacts the initial training of teachers. One wonders what are the obstacles and risks of the curricular reformulation of higher education courses in Mathematics and Physics from the implementation of the BNC-Training? From the point of view of methodology, it is configured as a bibliographic survey, in order to systematize the main discussions around the BNC-Formation, with an emphasis on legal documents and contemporary literature, in the years 2018 to 2021. The study is divided into four parts, the first discusses the BNCC in High School; the second reflects on the criticisms related to the proposal to implement the Base for undergraduate courses; the third analyzes the possible implications of this proposal for the initial formation of teachers and the fourth presents the final considerations. The intention is to contribute in the field of knowledge in the area of ​​educational policy and management and its close relationship with the training of future teachers of basic education, as well as in the expansion of the discussion about the curricular organization of teaching courses in public institutions of higher education.