Resumo

RODRIGUES, Melânia Mendonça. Guidelines for training teachers policy for elementary education in Brazil (2007-2014). Rev. Educ. Questão [online]. 2018, vol.56, n.49, pp.111-138. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2018v56n49ID14405.

This article aims to explain, critically, guidelines of the teacher training policy for Brazilian elementary education, in the period 2007-2014, indicating its approximations from the guidelines presented by multilateral organizations and the Brazilian federal government. In this direction, it takes, as source and subject of analysis, documents of the Organization for Economic Cooperation and Development (OECD), the World Bank and the Brazilian Institute of Applied Economics Research (originally IPEA), respectively. Linked to the literature on the policy of teacher education in elementary education in the first decade of the 21st century, the analysis of these guidelines confirms the convergence of the IPEA formulations and those by the OECD and World Bank, regarding the weakening of initial teacher education, as well as points to the risk that the university education will be replaced by alternative certificates or national exams to join the magisterium, allowing to attract professionals from other areas to practice as teachers.

Palavras-chave : Educational policy; Teacher training; Teachers certification; Elementary education.

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