Políticas de formação de professores nos ciclos de governo do estado democrático de direito brasileiro

Abstract

The Federal Constitution of 1988, throughout Articles 205 to 214, expresses how education, a right of all and a duty of the State and the family (Art. 205), must be promoted and encouraged in society. This constitutional event is the result of a moment in Brazilian history that instituted the democratic rule of law. This state paradigm allows and suggests the development of public policies that overcome social deficits inherited from other state models. However, over the decades after the CF/1988 and the institution of the democratic rule of law, it is clear that the creation, execution and evaluation of public policies were dependent on government policies. In this sense, as the project that gave life to this research was structured, the opportunity emerged and also the need to interact with the investigated object (teacher education policy), from and/or "inside" the Institution. which gives it legitimacy. It is this scenario in which the proposed research was developed. In order to interpret it in the light of reason and criticism, the research sought to answer some questions that address the legal, structural, pedagogical and epistemic conditions of a public policy that, despite being intended to fulfill a social function of the State, to outline the profile of four training policies in four studied government cycles and their relationship with the social function of the State that gives them life. With regard to the methodological approach, it is bibliographical and documentary in nature and used categories inspired by the Content Analysis investigation method. In short, the research presented important aspects when understanding the sociopolitical context and its interference in the execution, development and implementation of a teacher education policy in the democratic rule of law in Brazil. In other words, even with a law that governs and sustains the force correlation game, it comes out at different times (if not at all)