ANALYSIS OF CURRICULAR GUIDELINES, KNOWLEDGE AND PRACTICES IN TEACHER EDUCATION

Teacher education in Brazil has undergone significant changes since the implementation of the National Curricular Guidelines for Initial Teacher Education for Basic Education, established by Resolution CNE/CP No. 2/2019. These guidelines introduced substantial changes compared to the previous ones from 2015, reflecting the need to adapt teacher education to the contemporary challenges of Brazilian education. As Gatti et al. (2019) highlight, “the new guidelines represent a milestone in the attempt to overcome the fragmentation between theory and practice that has historically characterized teacher education programs in the country.” The Pedagogical Residency Program, implemented by CAPES in 2018, stands out as one of the main innovations, proposing a more effective immersion of student teachers in the school environment. In this context, it becomes necessary to analyze how these changes have impacted teacher education and what challenges and prospects exist for consolidating a new formative paradigm.