The present work explores the hypothesis that the project aims at forming a teacher with a given profile, to be developed from their initial training cycle. It adopted as a conceptual reference the concept of habitus present in the work of Pierre Bourdieu and his reflections on the economy of symbolic and linguistic exchanges. The analysis of the transformations operated by the same subjects in relation to this set of predispositions and consumption employed Michel de Certeau's concepts of strategies and tactics. The work has as its main procedure the analysis of the materials and official documents related to the Program. Two focus groups were also conducted with eleven students of a HEI in the metropolitan region of São Paulo, some of them taking part in the Program, aiming to exploit the Program's potential to collaborate in setting up schemes and predispositions to guide the then graduates, today teachers. The documentary analysis indicated the affiliation of the proposals under consideration to neoliberal thinking, the main source of ideas of educational reforms being developed today. It revealed the continuity of the practice of blaming teachers for school failure, adding to it the accountability of teacher education institutions. The analysis of utterances of the participants revealed a high degree of adherence to the principles of the Program, especially from the didactic/pedagogical point of view and its conceptual matrix. Achieving the goals set by public policy concerning the conformation of certain teacher profile turned out to be only partially successful, due to personal and innovative appropriations made by the research participants and their different training paths. It revealed a reworking of the neoliberal matrix precepts, especially on the political role of the teacher, even in the face of accession to the didactic and pedagogical principles of the Program, which took place in different training environments such as public schools and the HEI. The results confirmed the need for initial training to be conducted within the school, working in advance with the practical nature of activities and disciplines, once the dichotomy between them and the knowledge of the theoretical foundations of Education, of their cognitive and political aspects, is overcome.Keywords: teacher education; pedagogic practice; neoliberalism; professional habitus; educational policies. Novo impasse se instaura. Nesse caso o prefixo sugere concomitância e sincronicidade. Algo conformado tende ser o que foi subjugado, submetido, dominado. O conhecimento de algumas confluências entre experiência histórica e perspectiva histórica me ensinou não haver liberdade completa, tampouco submissão absoluta. Então como se forma o professor e quem o faz nos dias de hoje? O professor, esse trabalhador mal remunerado, expropriado, subjugado, mal formado e deformado (dizem alguns): como se forma, em meio à obsessão da reforma? E é assim que, do fundo das águas, emerge a vontade de produzir uma tese.
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