Pesquisa acadêmica sobre professores em interlocução com o plano nacional de educação (PNE 2014-2024): epistemologias, confluências e contradições

Abstract

In this article, we analyze the epistemology of production of knowledge on education, teachers, their training and professionalization, in academia and in education policy, specifically in the document you want to legislate Brazilian education in the next decade: the National Education Plan - PNE. The starting point is their epistemology and historicity, the route involves the results of a comprehensive survey conducted in network that reviews academic literature on teachers from the theoretical and methodological basis of dialectics. The research aims to understand the researchers of the field, as their research activity, promotes ideological positions that support ends and means of knowledge production, the quality of training and education. In this work, we present a cut in relation to production of the Post-Graduate Education, Faculty of Education / UFG, developed from the dialectic base 1999-2009 period. During that time, they defended 317 jobs, of this total 93 were about the subject teachers. In the analysis, we highlight the of social quality indicators method, pedagogical ideas and training, built by Network. It is understood that the epistemology of practice sustains the hegemonic position, consolidating a marketing conception for education; the epistemology of praxis is against hegemonic, expresses the resistance to neoliberal policy, requires social quality for education. In both epistemological bases, there are principles and theoretical bases that can cause the field of academic research produces action against hegemonic or strengthen the consensus proposed by the neoliberal policy. It was also adopted epistemology as a point of analysis of the National Education Plan, placing it in relation to academic research, focusing on training and education. It was found that in the case of the production for the period 1999-2007, there is the presence of the practical rationality epistemology, which favors the construction of concepts that meet the demands neoliberal. In the following period (2008-2009) there is a predominance of praxis epistemology, whose rationality respects the historic character of mediations, cultural and social, as social development process, humanization of man, characterizing the production period as against hegemonic. In the field of production analyzed, as in the case of PNE, is expressed opposing forces. In the case of PNE there is the presence of epistemology of practice, this appears to be prevalent in the rationalities of training to strengthen the neoliberal hegemony. The conclusion is the need for epistemological caution in the execution of a quality project for teacher training and education in the document.