EDUCAÇÃO 2030: Tendências, influências e ausências nas políticas de formação inicial de professores

Abstract

This article aims to identify the relationship between what is proposed in the document "Education 2030: Incheon Declaration and Framework for Education Action", published by UNESCO (2016) and Resolution CNE/CP No. 2/2019, which "Defines the National Curriculum Guidelines for Initial Teacher Formation for Basic Education and institutes the Common National Base for Initial Basic Education Teacher Formation (BNC-Formation)” (BRASIL, 2019, 2020). In the first part, the study presents the public policies defined in the context of initial teacher formation for Basic Education expansion in Brazil and in the second part, it highlights the influence of globalization and the relationship among countries in the creation and organization of educational policies. In the sequence, we bring the emergence caused by the COVID-19 pandemic and general lines of its influence on the educational scenario. Finally, based on a qualitative approach research, we performed the analysis between the documents to establish how the objective and set of strategic approaches of the Framework for Action define BNC-Formation regulations (BRASIL, 2019, 2020), with an emphasis on two strategic approaches contained in the UNESCO document (2016): “focusing on quality and learning” and “promoting lifelong learning”.