BETWEEN CONFORMATION AND EMANCIPATION: ENTANGLEMENTS AND TENSIONS OF EDUCATIONAL POLICIES IN TEACHER EDUCATION IN BRAZIL
This article aims to analyze the implications of Brazilian educational policies on teacher education, highlighting the tension between regulatory frameworks of a managerial nature and the critical perspective of professional development. This is a qualitative bibliographic and documentary study, grounded in historical-dialectical materialism. The theoretical framework draws on authors such as Frey, Libâneo, Frigotto, Gatti, and particularly Purificação, regarding studies on professional development and emancipatory praxis. The analysis focuses on the legais frameworks of undergraduate teacher education programs, the interference of international organizations, and the imposition of the Common National Curriculum Base (BNCC) through philanthropic consensus. The main findings reveal that current policies operate towards the conformation of teachers to the interests of capital, reducing their education to a technical and instrumental dimension. However, within the entanglements of policy implementation, possibilities for resistance and the reconstruction of a praxis aimed at human emancipation can be identified.