EVOLUTION OF PUBLIC POLICIES FOR TEACHER TRAINING IN BRAZIL: ADVANCES, CHALLENGES AND FUTURE PROSPECTS

Abstract

The aim of this article is to analyze public policies on teacher training in Brazil, focusing on the historical evolution, contemporary challenges and future prospects for basic education in the country. Teacher training is one of the main pillars for improving the quality of education, and is one of the most debated issues in the Brazilian educational context. The work is based on an analysis of public training policies, looking in particular at the discrepancy between Brazilian regions, which affects the quality of training and teacher training. Using a qualitative methodological approach, the research revisited significant historical milestones in education in Brazil, such as the creation of the Law of Guidelines and Bases of Education (LDB), and the implementation of programs such as the National Pact for Literacy at the Right Age (PNAIC). The results indicate that although the country has made significant progress in terms of the number of teachers trained, regional disparities and a lack of infrastructure compromise the quality of training. In addition, continuing education, which is essential for the ongoing development of educators, still has serious limitations, such as a lack of resources and a shortage of programs suited to local needs. The research highlights the urgent need for a reform of teacher training policies, with greater adaptation to regional realities and more robust investment in teacher training, especially in the North and Northeast regions. The conclusion is that, in order to guarantee quality education in Brazil, it is essential to strengthen public policies that integrate initial and continuing training, with a focus on pedagogical updating and the use of educational technologies.