TEACHER TRAINING: HISTORICAL, SUBJECTIVE, AND POLITICAL DIMENSIONS IN THE CONSTRUCTION OF TEACHING WORK

Abstract

This research analyzes the complexity of the teacher training process, highlighting its centrality in contemporary Brazilian education. Structured into three dimensions—humanization, teacher subjectivity, and educational policies—the study seeks to understand how these spheres articulate to shape pedagogical practice while addressing historical and contemporary challenges. The first dimension discusses the school as a space for humanization, essential in the appropriation of scientific and cultural knowledge. Grounded in historical-critical pedagogy, it advocates education as a mediator of human and social transformations, promoting the development of critical thinking. The second dimension explores teacher subjectivity, emphasizing the importance of teachers’ life histories, experiences, and identities. Training goes beyond a technical character, fostering autonomy and self-formation in a context marked by the contradictions of capitalism. The third dimension analyzes the impacts of contemporary educational policies, such as the BNCC and external assessments. These policies reflect a managerial and technicist logic that standardizes teaching, precarizes teacher training, and reduces pedagogical autonomy, hindering innovative and emancipatory practices. The study emphasizes the need for teacher training that integrates technical and subjective aspects, aiming for a critical and transformative education. It concludes that, in order to overcome the limits imposed by hegemonic policies, it is essential to promote intentional and humanizing training that values teacher subjectivity and reaffirms the school as a space of human and social transformation.