Teaching platformized: teacher education and initial performance

Abstract

This article presents research results developed in the context of teacher’s initial education, focused on the platformization of education in the state of Paraná, Brasil, its space-time aspects and pedagogical implications. Considering the social-historic, ideological, political, economic and cultural course of constitution of the National Common Curricular Base (BNCC), it is aimed to introduce the implementation aspects of educational digital platforms (DP) in the state and its functions, with emphasis on the teaching field’s constitution in the university-school relationship. The discussions lay in Applied Linguistics and in the Education fundaments, supported by the bibliographical and documental research method. Relating the BNCC, whose curricular principle is fragmented and with reduced content, to the intensification of said platforms, without disregarding the contextual factors, it is noted the predominant bias of the neo-new school, neoliberalism and neotecnicism, materialized in the control established by the state and in the dilution of the teacher’s role in the classroom.