FORMAÇÃO INICIAL EM DEBATE: articulações discursivas em torno do Parecer CNE/CP 22/2019.

In this scope we aim to contribute to the reading, interpretation, translation and signification of the CNE/CP 22/2019, that defines the National Curricular Directives for the Initial Training of Teachers for Basic Education and institutes the Common National Base for the Initial Training of Teachers for Basic Education (BNC-Formação). We approach such questions based on the studies of Ball that allows us to think of spaces for the translations and reinterpretations of the subjects, added to the contributions of Ernesto Laclau's discourse theory. We defend that the aforesaid curricular policies may be defended in a post-structural perspective, as a struggle for signification that seeks to, constantly, a definition of what constitutes the best training for teachers in an attempt to establish meanings for the category. We consider that the normative text of the CNE/CP no. 2019/22 opinion, while presenting itself as attempts to close and fix the meanings around the initial teacher training, is a discourse that, while being hegemonized, tends to lose strength when facing demands that are contextual and also when facing the precariousness and contingencies. Through the infinity of possibilities of signification present in policy articulations, through the CNE/CP no. 2019/22 opinion, even if taken as "correct" to enforce and govern the control of educational actions and decisions, is not taken, nor securely consolidated and destined to a successful implementation. [ABSTRACT FROM AUTHOR]