As reformas curriculares e a formação de professores

Abstract

This article aims at research the Resolution No. 2, approved on July 1, 2015, which defines the National Curricular Guidelines for initial training at higher education undergraduate courses, educational training courses for graduates and second undergraduate courses and for continuing education, approved by the National Education Council. It aims to analyze the conceptions of teacher education present in referred Resolution and its consequences for the theoretical and methodological field of teaching. The study characterized as bibliographic and documentary research. The State action, through the National Curriculum Guidelines for teacher training, reinforces the primacy of learning to learn, thus reducing the theoretical grounds, which involve an emptying of the human training of teachers and students of basic education.