TEACHER TRAINING: EMOTIONAL EXHAUSTION AND LACK OF TEACHER CARE POLICIES

Abstract

This article critically analyzes the teacher training process in Brazil, emphasizing the conditions of emotional illness and the lack of institutional care policies for pre-service teachers. The research assumes that the psychological distress experienced by pre-service teachers is not an isolated phenomenon, but rather the result of academic structures that silence pain and normalize precariousness. Using a qualitative and bibliographical approach, in accordance with the assumptions of Lakatos and Marconi (2017), the study highlights how universities, by neglecting care as a formative dimension, contribute to processes of symbolic exclusion, affecting retention, well-being, and the formation of professional teacher identity. The text proposes the centrality of care as an ethical-pedagogical principle capable of reconfiguring initial teacher training, recognizing suffering as a legitimate expression of the formative experience and demanding concrete institutional responses. The study also highlights that effective policies of acceptance, listening, and psychosocial support are not mere complements, but structural conditions for guaranteeing the right to comprehensive and humane training for future teachers.