Based on the recognition of the socio-cultural, productive and biodiverse set that forms the
Amazon, we aim to analyze the training of teachers in Physical Education and the National
Common Curricular Base (BNCC), pointing out the setbacks for the field of knowledge,
teaching work and training of the subjects that integrate the Amazon. Methodologically, it is
based on dialectical historical materialism, making use of bibliographic research for its
theoretical and methodological support. The BNCC was shaped in a neoliberal context, in
which the process of commodification of knowledge is based on a set of aspects, among
which we highlight: the process of homogenization of the curriculum for public school,
political-ideological regulation of knowledge, on the work and teaching practices,
disregarding the social, economic and cultural differences of the various regions of the
country, among others. Physical Education in BNCC is based on the concept of thinking that
overvalues human subjectivity and relegates the teaching work in the socialization of
knowledge, showing the emptying and denial of teaching content to be worked in physical
education classes. In the field of teacher training in Physical Education, the BNCC has been
presented in the perspective of regulating and intervening in the pedagogical projects of
courses, through educational programs that seek to promote the adequacy of curricula and
pedagogical proposals of undergraduate courses to the BNCC guidelines, as well as the
Common National Base for Teacher Training (BNCF), which represents another example of
management and regulation on the field of teacher training, of pragmatic nature, which
intervenes in teaching autonomy. In opposition to this, a collective, politicized and resistant
call is necessary to confront this scenario that sets back the historical struggles in defense of
teacher training and work in Brazil and the Amazon.
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