Formação inicial de professores da educação básica no Brasil: trajetória e perspectivas

Abstract

We discuss here the initial training of basic education teachers, trying to highlight not only the requirements of this training in the classroom context, but also the instruction system offered, and consequently the role of the teacher in that context. It is a theoretical study in the historical-critical perspective as part of a literature review of an ongoing research of a Ph.D. project, where we start from the current models of teacher training in Brazil, making a brief historical trajectory of this formation since the first institutionalized initiatives until current days, seeking to point out some perspectives. For that matter, a thematic bibliographical survey was done using several sources such as books, conference proceedings and journals of the educational area, in addition to theses and dissertations. Critical hermeneutics is used in this work as methodological approach. From the readings, we concluded that in the last forty years, teacher training became a central theme in the quarrels in the Brazilian scientific academy and there were significant changes in the requirements of the training and in the teachers work. However, the model of training remains without significant changes. Thus, it is necessary and urgent to think of the training from the inside of the profession itself and also, to organize it from professional teaching development programs and reconstruction of the academic space of training, articulating it to the social and political discussion of education.