CNE/CP Resolution n° 4/2024 and the future of initial training in pedagogy

Abstract

This article analyzes the (re)configurations of initial pedagogy training in light of Resolution CNE/CP No. 4/2024. Backed by a proposal to prioritize practical experience and integrate students into real school settings from the outset of the program, this guideline builds upon the momentum established by Resolution No. 2/2015, which introduced the integration of theory and practice as a formative axis. The objective is to analyze how Resolutions CNE/CP Nos. 2 and 4 configure the role of practice in undergraduate pedagogy courses, considering teacher training benchmarks and empirical evidence on the meaning and limits of learning through school immersion. We begin with the questions: What actually happens in school immersions? What do future teachers learn (or fail to learn) from them? The data are derived from completed doctoral research that included questionnaires (n = 15) and interviews (n = 5) with pedagogy graduates. The analyses indicate that schools, in many cases, maintain a strongly established pedagogical culture, which hinders the implementation of approaches learned at the university and, above all, limits learning related to Mathematics teaching — a specific focus of the research with the participants. It is concluded that, although school immersion is essential, increasing practicum hours without well-defined formative projects does not ensure the articulation between theory and practice nor the development of competencies across all areas of pedagogical work.