Formation of critical-reflective intellectual teachers in undergraduate courses in spite of national guidelines: possible transgressions

Abstract

This article results of a theoretical-documental research and aims to contribute to the reflection and discussion around the (re)construction of undergraduate teaching courses' Political-Pedagogic Projects, that is, teaching formation for Basic Education, within the scope of Resolution CNE/CP number 2 (BRASIL, 2019). Through the categories of Cellard (2010) we analyzed the legal piece about authenticity and textual reliability, its contexts, its authors, its keywords and internal logic, which brought up this Resolution's weaknesses and retrogressions. In the opposite direction, and supported by researches that have the critical-dialectic theory of education as their basis (PEDROSO et al., 2019), we presented the principles for a Teacher Formation as critical-reflexive intellectuals: the unity of theory and practice; researching as a formative principle; supervised internship as the course's basis; the interdisciplinary and integrative approach of the curriculum; and Didactics as essential for the critical reflection of the contextualized practice. We found contradictions in the legal text and we pointed out breaches that allow the implementation of the principles for a critical, emancipated and authorial initial formation for the teachers.