TEACHER TRAINING IN THE FACE OF THE REQUIREMENTS OF THE BNCC IN BRAZILIAN PUBLIC SCHOOLS

Abstract

This article analyzes the challenges and contradictions faced in teacher training in light of the demands imposed by the National Common Curricular Base (BNCC) in the context of Brazilian public schools. The research, which uses a qualitative approach and bibliographical nature, problematizes the relationship between the BNCC's normative discourse and the training practices experienced by teachers, both in initial and continuing education. Based on the premise that teaching is a complex practice, situated and permeated by political and pedagogical disputes, the study highlights the impacts of curricular standardization on teacher autonomy, the curricula of undergraduate programs, and the actual working conditions in public schools. Training policies, often guided by targets and external evaluations, prove to be out of touch with the specificities of school contexts, resulting in weakened, fragmented, and unrealistic training processes. The text also denounces the technocratic logic that subordinates teacher training to market interests and reinforces a culture of accountability that disregards the structural limits of public schools. The analysis reflects on the urgency of building critical, dialogic training processes committed to professional development and educational equity. It concludes that addressing the impositions of the BNCC requires reclaiming the centrality of teachers as knowledgeable subjects, capable of resisting, reinterpreting, and transforming pedagogical practices in favor of a democratic and pluralistic public education.