(Semi) Formation of Teachers in CNE/CP Resolution N. 04/2024 and the impoverishment of thought in contemporary education

Abstract

This article critically examines contemporary teacher training policies, focusing specifically on CNE/CP Resolution No. 04/2024, which established the National Curriculum Guidelines (DCNs) for the initial higher education training of teaching professionals in basic education. The study addresses the following question: What conception of training underpins these DCNs? To explore this issue, a theoretical and bibliographic study was conducted, drawing on research by scholars who analyze national teacher training policies within a sociopolitical context characterized by heightened curricular centralization. The study posits that current teacher training policies prioritize a reductionist and pragmatist approach to pedagogical practice and thought, neglecting training rooted in reflection and critical thinking. It argues that the precarization of teacher training policies is encapsulated in the concept of Semiformation (Halbildung). The conclusion is that the new Guidelines for initial teacher training in basic education promote a streamlined, corporate-oriented model of formation, thereby impoverishing thought. As an act of resistance, Adorno’s philosophical elaborations are employed to demonstrate how individuals, deprived of criticality, are ensnared by techniques of instrumentalized thinking, which obstruct genuine formation (Bildung) and resistance.