Vulnerabilities In Teacher Education In Times Of Neoconservatism: Political And Inclusion Issues

The Working Session proposes to problematize neoconservatism in Brazilian society and in the world and its consequences for public education, for the teaching profession and for knowledge as a form of human emancipation. It will start from an approach to the meaning of training in the current context - 'Which training for which public education and society project?' - focusing on elements contained in Resolution CNE/CP 04/2024, which establishes guidelines for the initial training of teachers. As a result, it will discuss aspects that indicate vulnerabilities in teacher training, with emphasis on the implications of the increase in enrollment of students with disabilities in public schools without the support of Specialized Educational Service. 1st part Which training for which public education and society project? This is the guiding question of the work that will be presented and which aims to characterize neoconservatism in Brazilian society and in the world and its consequences for public education, for the teaching profession and for knowledge as a form of human emancipation. It follows from this first objective to problematize some elements contained in Resolution CNE/CP 04/2024, which establishes guidelines for the initial training of teachers, which support this hegemonic model of society