Required curriculum (de)construction: resist, (re)exist, creatively insubordinate possibilities

Abstract

The objective of this article is to analyze the impacts of the National Curriculum Guidelines for the Initial Education of Basic Education Teachers and the Common National Base for the Initial Education of Basic Education Teachers (BNC – Education) and then present forms of resistance in the formative field. In the analysis of the impacts, we discuss tensions in the epistemological, curricular, and professionalization fields. In this analysis, we could observe that, in the epistemological field, the teacher is understood as a consumer/implementer of knowledge produced by other educational agents. There is an attempt to standardize the curricula of the education courses for basic education teachers, an emphasis on the pedagogy of competencies, a disruption of the theory-practice unit and fragmentation of teacher knowledge, by breaking with the perspective of organicity between preservice and inservice education. In the professionalization field, the teachers are held individually responsible for their education and professional development. As a way of resisting and (re)existing, a curricular (de)construction is defended, from the perspective of creative insubordination, in the search for paths, gaps, shortcuts, creative and collaborative tactics that value the teachers' professionalization and mathematics education for social justice.