As diretrizes curriculares para a formação de professores para a educação básica (2015 e 2019): implicações nos projetos pedagógicos da licenciatura em química do IFGoiano – Campus Urutaí ; The curriculum guidelines for teacher education for basic education (2015 and 2019): implications for the pedagogical projects of the chemistry teacher education program at IF Goiano – Urutaí Campus

This doctoral research was conducted within the research line State, Policy, and Management in Education of the Graduate Program in Education at the Federal University of Uberlândia. The study focused on the tensions arising from the implementation (or non-implementation) of the 2015 and 2019 National Curriculum Guidelines (DCN) for teacher education within the Pedagogical Course Projects (PPC) of basic education teacher training programs at IFGoiano – Campus Urutaí (GO). The general objective of this investigation was to analyze the impact of the DCN on the training of Chemistry teachers at the Goiano Federal Institute (IFGoiano) between 2015 and 2023. The specific objectives were: to discuss higher education in Brazil under the influence of neoliberalism, particularly regarding teacher education and the democratic management of basic education; to examine public policies for teacher education, with emphasis on the National Curriculum Guidelines and their direct implications for the quality of Chemistry teacher education programs in Brazil, especially within the framework of the DCN for teacher education from 2002 to 2019; to unveil the historical evelopment of the Federal Education Network of IFGoiano, with particular attention to the teacher education processes of the Chemistry Licentiate Program at Campus Urutaí; and to uncover the processes of implementation (or non-implementation) of the 2019 DCN for Chemistry teacher education, as well as the political-pedagogical implications of these guidelines for the curricular organization and formative principles of the Chemistry Licentiate Program at IFGoiano – Campus Urutaí, from the perspective of the program’s faculty members. In this sense, the research sought to analyze the political-pedagogical implications resulting from changes to the DCN and how these modifications affect the curricula of Chemistry teacher education programs. It is important to note that educational policies are volatile and frequently subject to shifts in governmental agendas. ...