DISCOURSES VEILED/REVEALED:A DIALOGICAL ANALYSIS OF THE NEW GUIDELINES TO TEACHER EDUCATION

ABSTRACT In July of 2015, the Ministry of Education approved the new National Curricular Guidelines for Initial and Continuing Teacher Education of Elementary and Secondary Education in Brazil, revoking the guidelines of 2002, instituted by the Resolution of the National Council of Education CNE/CP n. 01/2002. Under the perspective of Bakhtinian dialogical theory, this article focuses on the dialogical relations engendered in Regulation CNE/CP n. 2/2015 that presents new guidelines observing the evaluative positioning of enunciators in relation to the discourse of education for competencies. It analyses the dialogical relations that the Regulation CNE/CP n. 2/2015 establishes with the Regulation CNE/CP n. 009/2001 - that supports the revoked guidelines -, and with the official discourses mobilized in the text, which refer to teacher education geared to the competencies. The analysis shows that at the same time the discourse of Regulation CNE/CP n. 2/2015 tries to deny the connection with the model of education based on competencies - erasing and substituting terms related to it - it has great convergence with the revoked guidelines, which took the concept of competencies as the nucleus for teacher education.