The besieged Brazilian Educational Policy: the hope of teacher training through the Pedagogical Residency Program

Abstract

In the wake of the process of democratic rupture, a series of setbacks can be observed in the country, responsible for the deepening of social differences and the destruction of fundamental rights of the working class, through the dismantling of public policies of the State. Brazilian education, then, was attacked, being besieged by the counter-reform of secondary education, which gave life to a National Common Curricular Base - BNCC - marked by a strong market bias and which, added to Resolution 02/2019, would subject basic and initial education to to the dictates of the BNCC, diminishing and controlling the curricula, teaching, removing the autonomy of male and female teachers. In this scenario, in 2018, the Pedagogical Residency Program - PRP - appears, being concatenated with the ideals of reformulating the Pedagogical Political Projects of the degree courses, including the current model of supervised internships. In this way, the objective of this study was to bring elements to show that the arrival of the PRP, much more than meeting the objectives of the business sector of education, established a possible path of dialogue between the institutional project and the public and private education networks. Broadening the debate between the Academy and the schools participating in the program, strengthening teacher training, while demystifying the idea that the program emerged to take the place of internships in teaching degrees. Thus, Estágio and PRP would add forces to think and rethink the pedagogical praxis, with the main objective of strengthening the teacher training policy in Brazil.