PUBLIC POLICIES AND EDUCATIONAL POLICIES IN BRAZIL: SETBACKS, COMMODIFICATION, AND RESISTANCES IN TEACHER PROFESSIONAL DEVELOPMENT
Abstract
This article aims to analyze the configuration of contemporary Brazilian educational policies, highlighting the dialectical tension between the setbacks promoted by the neoliberal agenda and the forms of resistance materialized in teacher professional development. It is a qualitative research, characterized as a bibliographical and documentary study, theoretically and methodologically grounded in the assumptions of Consaltér and Fávero (2019) regarding scientific research in the field of educational policies. The focus of the analysis falls on the interlocution between global directives, curricular reformulation, and the distortion of the public school, with Saviani (2020), Dourado (2019), Libâneo (2016), and Purificação (2022, 2024) as the main interlocutors. The main findings reveal that current public educational policies operate under a logic of commodification and corporate management, moving away from their democratic nature. However, the study points out that teacher professional development, when articulated with a critical understanding of the curriculum and culture, constitutes a privileged locus of resistance and reaffirmation of education as a social right and a public good.