Disputes in curriculum policies for teacher education in Brazil

international organizations and policy-practices of resistance

Abstract

This article presents part of a research project developed in a Master’s in Education program, focusing on curricular policies for teacher education in Brazil, the influence of international organizations, and the resistance movements against the institutionalized policies that dispute the meanings of education and teaching. The research is grounded in the political-epistemological principles of studies with the everyday and adopts a qualitative approach, with emphasis on document analysis. It examines documents from international organizations and opinions and resolutions from Brazil’s National Education Council (CNE), in dialogue with the monitoring of national and state-level mobilization forums organized by teacher education programs in partnership with academic associations. The objective is to identify orientations, key concepts, and the influence of international organizations on teacher education policies implemented in Brazil in recent years. The study assumes that policy production is not limited to laws and official documents and that there is no separation between educational policies and everyday practices. Using the concept of narratives as a methodological tool, the research also highlights the emergence of mobilization and resistance movements, understood as everyday ‘policypractices’ that reaffirm historical principles and struggles in defense of the teaching profession and of a public education committed to overcoming inequalities and promoting social justice.