Educational policies for teacher training in Brazil: Capes-Deb

Since the 1990s, teacher training in Brazil has been adopted as an educational policy strategy in response to the urgent need to improve the quality of public education as a factor in social development. In this sense, the study carried out in this work sought to recover the historical trajectory of policies since the implementation of the National Teacher Plan (PARFOR) and other projects of the National Teacher Training Network (Renafor), as well as the actions of Capes since the creation of the Directorate of Basic Education (Capes-Deb). The study covers the period from 2009 to 2014, during which there were important advances in Brazilian legislation toward the achievement of basic constitutional rights, among which education stands out as a central right at the forefront of the social rights agenda. Improvements in the quality of education are also directly related to teacher training, from degree courses for future teachers to continuing education for teachers already in the profession, improvements in working conditions, and greater appreciation of the teaching profession.

Autorentext

Vicentina Oliveira Santos Lima. Master in Pädagogik der Universität Uberaba (2015), Beraterin für Kinder- und Jugendrechte. Arbeitet an der Bundesuniversität Uberlândia (UFU) MG, in der Ambulanz für Kinder mit schulischen Schwierigkeiten und mit Kinderkrankheiten.