TEACHER TRAINING IN CARUTAPERA (MA): BETWEEN PUBLIC POLICIES AND PEDAGOGICAL PRACTICESTEACHER TRAINING IN CARUTAPERA (MA): BETWEEN PUBLIC POLICIES AND PEDAGOGICAL PRACTICES
DOI:
https://doi.org/10.66104/w2w08v20Keywords:
Teacher education; Public policies; Pedagogical practice; Higher education interiorization; Basic education.Abstract
This study analyzes teacher education in the municipality of Carutapera (MA), focusing on the relationship between public policies for access to higher education and pedagogical practices developed in basic education. The research aims to understand to what extent public undergraduate teacher training programs contribute to teaching practice, as well as to identify the main challenges involved in this process. This is a qualitative study with a descriptive and exploratory approach, conducted with basic education teachers who graduated from public institutions. Data were collected through semi-structured interviews applied in a digital format, and analyzed using content analysis techniques. The results indicate that policies aimed at the interiorization of higher education have significantly contributed to expanding access to teacher education in the municipality. However, weaknesses persist regarding the quality of training, particularly in terms of the articulation between theory and practice, the use of educational technologies, and the structural conditions of educational institutions. Furthermore, the findings highlight the central role of practical experience in the development of teaching competence, often compensating for gaps in initial training. It is concluded that, although important advances have been made in access to teacher education, further investments are needed to improve the quality of training and its alignment with local specificities.
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Copyright (c) 2026 Eliezer Maia Martins, Hélida Rosa Silva, Jane Cleia Cruz Correa, Juscelino Pereira Martins, Maria Elvira Silva Freitas , Wedson da Silva Ribeiro
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