O(a) professor(a) amateur: contrastando possibilidades com a formação de professores no Brasil

Abstract

This article aims to discuss the emergence of the need for teacher education in Brazil, based on the National Education Guidelines and Bases (LDB) Law of 1971, based on the concept of amateur teacher as considered by Masschelein & Simons (2017). We ask ourselves about the elements we intend to operate as a hindrance in the emergence of an amateur teacher in initial teacher education. To this end, we conducted a qualitative bibliographic research, which brings together researchers who deal with a historicity of Brazilian educational education and the training of their teachers, more specifically interested in thinking about it in the 1964-1985 cut. As a result of this commitment, the predominance of efficiency and effectiveness logics (through a series of evaluations and learning verifications) that cross the context of students and teachers is evident. In addition, an exorbitant amount of content that needs to be 'beaten' by teachers on school days, which leaves the pedagogical power of the amateur in education for a corner. Thus, what appears as a hindrance to the emergence of an amateur teacher in the Brazilian educational context, contingent on the series of requirements that form the teacher's field of action and that put the look at the subjectivities, particularities and desires of teachers and students, responding, in most cases, to the ranking parameters that are elaborated after exams and learning verification tests.