As influências e tendências sobre/para a formação inicial de professores no Brasil

Abstract

This qualitative study presents the results of a literature review that investigated the conceptions and trends guiding teacher education policies in Brazil and their impacts, especially regarding initial training. Seventeen articles selected from the CAPES Portal and Scielo platform, covering the period from 2001 to 2021, were analyzed. The main findings highlight: (1) that conceptions for teacher education are linked to a worldview and society conception; (2) trends for education have varied matrices and often reappear in historical course, adding or altering characteristics resulting from social restructurings and the world of work; (3) most trends in Brazil stem from international references and were constituted in a context marked by economic globalization; (4) the historical constitution of the theoretical-epistemological field of Brazilian teacher education expresses disputes and also evidences the presence of progressive perspectives, concerned with grasping different determinations that permeate the educational process. As considerations, it is inferred that these findings broaden the understanding of the context and teacher education itself beyond its immediate appearance.