CHALLENGES AND POSSIBILITIES OF PUBLIC POLICIES IN TEACHER TRAINING: PATHWAYS TO TRANSFORMATIVE EDUCATION

Abstract

Teacher training in Brazil is influenced by political, social, and historical contexts, from Jesuit education during the colonial period to contemporary public policies. Significant advancements, such as the 1996 Law of Guidelines and Bases (LDB), established frameworks to promote pedagogical competencies and integrate theory with practice.Programs like National Teacher Training Plan (PARFOR) and the Institutional Teaching Initiation Grant Program (PIBID)support teacher valuation, although challenges such as precarization, regional disparities, and inadequate infrastructure persist. The literature emphasizes the relevance of critical education, championed by authors like Paulo Freire, who advocate for a liberating approach focused on social justice. Moreover, studies highlight the need for continuous teacher training and the use of digital technologies to address modern demands. However, effective implementation of these initiatives requires adaptation to local realities, especially in rural areas. Public policies that promote digital inclusion, collaborative networks, and socio-emotional skills are identified as solutions to overcome challenges and strengthen professional identity. Furthermore, integrating successful international models adapted to Brazil’s context is essential to create a more equitable and inclusive educational system.