Teacher training

Advances and challenges

Abstract

This article consists of a bibliographic study to reflect on the origin and challenges of the Pedagogy course and teacher training, emphasizing the advances and challenges of this training. The reflections are based on authors such as Minayo (1994), Gatti (2018), Masetto (2012), Brzezinski (2011), Arantes and Gebran (2014), Scheibe and Aguiar (1999), Almeida (1995), Luzuriaga (1960), Torquato et al. (2015), Graciani (2014), and Grillo (2000), with a focus on teacher training. The works of Gadotti (1996), Fernandes (2008), and Freire (1987, 1996) are also used, which contribute to a better understanding of teacher training, addressing its advances and challenges. Understanding how Brazilian education is configured in the current scenario leads us to seek facts that can reveal a reality full of advances, considering the various dimensions that make up the social fabric, its conflicts, and challenges, and allows us to reflect on the close relationship between education and society. The role of the teacher requires specialized training, which involves acquiring knowledge and a commitment to the community based on principles that motivate human behavior, especially in this period of changes and transformations in contemporary society.