What the National Curriculum Guidelines for Teacher Training say about Teacher Professional Development in Brazil

Abstract

This article focuses on the analysis of Teaching Professional Development (DPD) and the curriculum policy currently in force in the Brazilian educational scenario. The main objective of this study is to understand how the documents that deal with curriculum policies in Brazil outline and evaluate the Teacher Professional Development (DPD) in teacher training courses, as well as to investigate the thematic focus attributed to the DPD in these documents. The method employed is based on a bibliographic approach supported by documentary research. The critical analysis of these documents directs a DPD based on the acquisition, by teachers, of competencies and skills supported by homological training strategies. We highlight as beneficial the recognition of continuous development, which goes beyond the episodic conception of education. In this context, we underline the collaborative approach as a fundamental strategy for Teacher Professional Development.