Main Article Content
This article presents an analysis of Brazilian regulations on teacher education currently published – Normative Resolutions n.1 2002 and n. 2/2002 (MEC/CNE, 2002a, 2002b), Normative Resolution n. 2/2015 (MEC/CNE, 2015) and Normative Resolution n. 2/2019, BNC-Formação (MEC/CNE, 2019b) –focusing on the presences and meanings of the notions of “practice” and “internship” and the recovery, as objects of memory (Amorim, 2009), of 20th century Brazilian federal regulations. As a theoretical framework, the article makes use of Sociology of discourse of Bakhtin Circle (Bakhtin, 2003, 2005, 2016; Volóchinov, 2017, 2019) along with contributions from the curriculum studies, especially with regard to teacher education (Andrade et al, 2004; Ayres & Selles, 2012; Tardif, 2000, 2002). The results show not only the predominance of a disjunction between theory and practice but also the silencing of teaching and school in documents, despite existing some specific advances, especially in Normative Resolution n. 2/2015. BNC-Formação, markedly a nationally centralized curriculum (Apple, 2014), shows an attempt to deepen control over teacher education.
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