ABSTRACT:
This article aims to present, from a historical and reflective perspective, concepts and theoretical references about teaching and teacher training in basic education, highlighting its challenges. This is a bibliographical research that presents an epistemological diversity on the themes of teaching and teacher training, anchored in authors such as Nóvoa (1995; 1999; 2009; 2017; 2019); Gatti (2020; 2021); Gatti et al. (2019); Freire (2005); and Teixeira (2007), between others. The body of this text has as materiality a cut of two doctoral theses (LOMBA, 2020; SCHUCHTER, 2017); journal articles, interviews, and book chapters. The study highlights the need for engagement by teachers in their training paths and the exercise of their profession, regarding thinking about strategies and possibilities for the new challenges imposed on education that permeate society, school life, and professional training. Teachers and their peers, collectively, can make achievements and ruptures with inefficient educational models, promoting more favorable working conditions and actions for the necessary changes in the search for quality education. It is suggested that public training policies are a right, a necessity, and a co-responsibility of teachers and educational institutions. It is expected that teachers analyze, understand, and intervene consciously and critically in their reality, in their profession, and their training, aiming at social transformation.
Keywords:
Teaching; basic education; teacher training; professorship; teaching profession