NEOLIBERALISM AND TEACHER TRAINING: IMPLICATIONS FOR GEOGRAPHY TRAINING

Abstract

This text is the result of qualitative bibliographic research, as well as consultation of official documents that guide teacher education in Brazil. The main objective is to analyze the implications of neoliberal measures on teacher education policies in general, and on Geography teacher education in particular, focusing on advances and/or setbacks for training from a critical perspective. The debate is based on authors who address the topic, such as: Brzezinski (2010), Callai; Cavalcanti (2023), Cavalcanti (2019), Gentili (1996), Oliveira Negrão (2004), and Shiroma (2018). As for official documents, those dealing with teacher training in Brazil were consulted: Resolutions CNE/CP No. 1 of 2002, CNE/CP No. 2 of 2015, CNE/CP No. 2 of 2019, and CNE/CP No. 4 of 2024, in order to illustrate the interventions of neoliberal policies in the Brazilian educational field. The results showed a shift in educational policies and, consequently, in teacher education policies. Specifically, in undergraduate Geography programs, there is a trend toward accelerated training, as evidenced by enrollment in private distance learning institutions. There is an educational system based on the pedagogy of competencies, which follows a market-driven logic with a technical and utilitarian bias aimed at meeting the demands of the labor market.