Teacher training:

new or old challenges? Curriculum guidelines and the institutionalization of precarious training

Abstract

The aim of this article is to discuss how the processes of precarious work and the training of workers, and their teachers are articulated in the flexible accumulation regime. To this end, the article begins by summarizing the characteristics of this accumulation regime, which integrates production and training chains based on the flexibility category. This is followed by an analysis of labor reforms and curricular guidelines for the training of basic education teachers, passed in the 2000s, and the new National Education Council (CNE) technical advice, issued in 2024. Training is discussed with a focus on teaching in accordance with CNE/CP Resolutions nº 01/2002 and nº 01/2006, as well as the advances introduced by CNE/CP Resolution nº 02/2015. This analysis is complemented by pointing out the setbacks contained in CNE/CP Resolution nº 02/2019 and the identification of the contradictions found in technical advice nº 04/2024, drafted by the Bicameral Commission of the CNE. The conclusion is that the material bases governed by the various regulations define the flexibility of the training of workers and their teachers, with precarity materializing to meet the needs of reducing costs and increasing competitiveness: poorly qualified teachers for surplus students.