POLÍTICAS DE FORMAÇÃO DE PROFESSORES ENTRE TRADUÇÕES DA BNCC: entrevista com Marcia Serra Ferreira

Marcia Serra Ferreira; Elizabeth Fernandes Macedo; Paulo de Tássio Borges da Silva; Erika Virgílio Rodrigues da Cunha; Simone Duarte de Souza

doi:10.15687/rec.v18i3.77337

Authors

Marcia Serra Ferreira Federal University of Rio de Janeiro – Rio de Janeiro, Rio de Janeiro, Brazil. https://orcid.org/0000-0002-2034-5992
Elizabeth Fernandes Macedo Rio de Janeiro State University – Rio de Janeiro, Rio de Janeiro, Brazil https://orcid.org/0000-0003-4886-8709
Paulo de Tássio Borges da Silva Fluminense Federal University – Angra dos Reis, Rio de Janeiro, Brazil. https://orcid.org/0000-0001-7653-1404
Erika Virgílio Rodrigues da Cunha Federal University of Rondonópolis – Rondonópolis, Mato Grosso, Brazil. https://orcid.org/0000-0002-6648-5261
Simone Duarte de Souza University of the State of Amazonas – Manaus, Amazonas, Brazil. https://orcid.org/0000-0002-3234-4882

DOI:

https://doi.org/10.15687/rec.v18i3.77337

Keywords:

curriculum policies, teacher training, translations of the BNCC

Abstract

Researcher Marcia Serra Ferreira, Full Professor at the Faculty of Education of the Federal University of Rio de Janeiro (UFRJ) and, since 2023, Director of the Directorate for Teacher Training in Basic Education (DEB) at CAPES, is the interviewee for REC's special thematic issue “Reinterpretations of the BNCC in the multiple space-times of translation.” In the conversation, held in the first semester of 2025, she highlights some of the challenges of training basic education teachers in Brazil, such as the low attractiveness of the profession and training focused on groups historically underrepresented in policies, in addition to emphasizing perspectives and actions for the area, with an emphasis on the recent expansion of PIBID and Pedagogical Residency, the offer of Parfor, and the creation of Parfor Equidade. Marcia Serra points out that establishing a policy of continuous and permanent teacher training is a necessary goal for CAPES. Importantly, she explains the incessant translation of the BNCC and CNE Resolution No. 04/2024 by teachers, schools, and universities, pointing out both the contextual differences related to the plurality of professional and educational experience, as well as the autonomy, knowledge, experience, and creativity of Higher Education Institutions in the constitution of policies.

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Author Biographies

Marcia Serra Ferreira, Federal University of Rio de Janeiro – Rio de Janeiro, Rio de Janeiro, Brazil.

PhD in Education from the Federal University of Rio de Janeiro, Professor at the Federal University of Rio de Janeiro. Director of Teacher Training for Basic Education at the Coordination for the Improvement of Higher Education Personnel.

Elizabeth Fernandes Macedo, Rio de Janeiro State University – Rio de Janeiro, Rio de Janeiro, Brazil

PhD in Education from the State University of Campinas. Professor at the State University of Rio de Janeiro.

Paulo de Tássio Borges da Silva, Fluminense Federal University – Angra dos Reis, Rio de Janeiro, Brazil.

PhD in Education from the State University of Rio de Janeiro. Professor at Fluminense Federal University.

Erika Virgílio Rodrigues da Cunha, Federal University of Rondonópolis – Rondonópolis, Mato Grosso, Brazil.

PhD in Education from the State University of Rio de Janeiro. Professor at the Federal University of Rondonópolis.

Simone Duarte de Souza, University of the State of Amazonas – Manaus, Amazonas, Brazil.

PhD in Education from the State University of Rio de Janeiro. Professor at the State University of Amazonas.

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