Cardoso, Nilson de SouzaLima Mendonca, Sueli Guadelupe de [UNESP]Sabino de Farias, Isabel Maria2022-04-282022-04-282021-07-01Revista Praxis Educacional. Vitoria Conquista: Univ Estadual Sudoeste Bahia, v. 17, n. 46, 26 p., 2021.1809-0249http://hdl.handle.net/11449/218290The new reality of reforms reinforces the understanding that educational policies continue to follow the whims of the governments in force, distancing themselves from State actions. Teacher education policy is no exception to this trend. As such, the analyses in this text focus on the two latest national curricular guidelines that define the initial training for teaching in Basic Education - Resolutions CNE/CP 02/2015 and 02/2019, examining their conceptions and premises in dialogue with the Sao Paulo State guidelines - Deliberation CEE/SP n degrees 111/2012 and its reeditions n degrees 126/2014, n degrees 132/2015 and n degrees 154/2017, formulated as complementary norms for the degree courses of state and municipal higher education institutions in that State. The argument that the guidelines of the Sao Paulo State Board of Education are in line with the conceptions that support the national curriculum guidelines constitutes the main thread of these analyses. In this sense, the metaphor of the serpent's egg alludes to the similarity between the Sao Paulo norm and the national guidelines, starting from the perception of the former as a rehearsal for the evolution of the latter in the current teacher education policy.26porTeacher TrainingEducational ReformNational Curricular Base for Initial EducationDCNsArtigo10.22481/praxisedu.v17i46.8913WOS:000669450000002