Formação de professores e ética como práxis: crítica à normatividade no contexto das reformas educacionais neoliberais..

Abstract

This dissertation critically analyzes teacher education in Brazil from a materialist historical-dialectical perspective, emphasizing the consolidation of neoliberal rationality in educational policies and its impacts on teaching work and training processes. It is based on the understanding that, particularly since the 1990s and more sharply after 2016, educational reforms have subjected teacher education to market logic, managerialism, and instrumental rationality, fostering curricular fragmentation, the separation between theory and practice, and the erosion of the humanistic meaning of education. In this context, teachers tend to be reduced to technical executors, guided by competencies, targets, and standardized assessments, which undermines their intellectual autonomy and their ethical-political commitment to democracy. In opposition to this neoliberal hegemony, the study is grounded in historical-dialectical materialism and in critical authors from the fields of education and philosophy, advocating the centrality of non-normative ethics as a counter-hegemonic formative principle. Such ethics, understood as social and historical praxis, rejects bourgeois moral normativity and the reduction of ethics to instrumental codes of conduct, affirming itself as a commitment to omnilateral education, human emancipation, and participatory democracy. The analysis revisits the historicity of teacher education in Brazil, highlighting its political and ideological disputes, as well as the role of public policies in shaping antagonistic educational projects. The research concludes that confronting the effects of neoliberalism on teacher education requires reaffirming teaching as intellectual, ethical, and political work, grounded in solid theoretical training, critical reflection, and commitment to social transformation. In this sense, non-normative ethics constitutes a fundamental category for reconstructing the formative meaning of education and for resisting trends toward the commodification and precarization of teacher education processes.