NEW APPROACHES TO PUBLIC POLICIES FOR TEACHER TRAINING

Abstract

The research has as general objective: to analyze recent changes in public policies related to teacher training, examining the principles and approaches adopted by government agencies and educational institutions. A qualitative, exploratory descriptive study was developed, based on bibliographical research that brought up-to-date facts on the highlighted topic. As a problem of the study, it presented the following question: What are the main recent changes in public policies for teacher training implemented by government agencies responsible for formulation and execution? The result of the study understood that, despite the growing importance that governments, educational reform programs and specialists attribute to policies aimed at the professional development of teachers, we are still far from having adequate continuing education, which serves the class of teachers with quality. In the last decade, several states and municipalities implemented continuing education programs, both in terms of content, structure and fundamentals, and began a process of reconversion and accreditation of the responsible institutions. However, serious problems persist, both in the functioning of the institutions and in the profile of their teaching staff, and in the organization, planning and management of the continuing education subsystem. The research sought to understand the transformations that occurred in teacher training policies over time, identifying the main initiatives implemented by government agencies to improve the preparation of educators. Based on the information, it is possible to identify trends, challenges and opportunities related to teacher training, contributing to the improvement of public policies in this area. The study problem focused on the main changes implemented by public policies and their impact on teacher training, aiming to contribute to a more qualified and efficient education in Brazil.