Collective social subjects and initial, permanent and emergencial teacher formation policies: contradictions vs conciliations

This article analyses the conceptual framework and the actions of the Permanent Forum for Teacher Education Support (Forprof), as it coordinates and regulates the Strategic Plans for the Initial and Continuing Education of teachers who work in public education systems. The article presents part of the findings of a nationwide qualitative research which used participatory research. It aims to investigate the impacts of the implementation of the National Plan for Teacher Education (Parfor), supported by Basic Education Capes, as well as the conflicting or conciliatory relations established in that plural and democratic space - the Forprof.

Teacher Education Policies ; Permanent Forums for Teacher Education Support; Collective Social Subjects