The basic education teachers initial training in the closing stages of the national education plan 2014-2024

Abstract

The task of training for education currently faces challenges distinct from those typical of a society of industrial capitalism and productive relations of the Fordist type. In the first half of the 20th century, training for education, as well as training for other professional activity fields, implied enabling students to acquire a sum of knowledge, skills and competencies that, once internalized, would be replicated as faithfully as possible to what had been originally taught. This relative stability ceased to be in line with reality in the 20th century due to several factors, including productive restructuring, the emergence of new labor arrangements, the expansion of civil, political and social rights and the collective rights securitization, and especially the increasing speed of technological revolutions and information dissemination. All these phenomena, combined with structuring inequalities in society, affect education and training for education, which is compelled to prepare subjects capable of keeping up with the accelerated pace of scientific and technological advances, flexible and multifunctional, ready to learn and reinvent themselves throughout their life. Access to institutions that provide formal education is expanded, achieving the desired universalization, and in the same sense the need for professional educators grows. From this context, this article reflects on teacher training according to Goal 15 of the National Education Plan 2014-2024 (PNE), established by Law No. 13,005/2014. A diagnostic panorama is drawn based on the indicators and results obtained from official sources and contrasted with the Higher Education Census. The theoretical-analytical framework is multidisciplinary, with contributions from education, political science, sociology and law, in order to observe that, until the third to last year of the plan's expected validity, a large part of the country is still approaching 50% of what was aimed for. At the end, possible challenges for the next decade are highlighted, referring to the need to address the vulnerabilities of teachers in training and remedy the precariousness of training processes.