Public education policy: initial teacher training in the National Education Plan 2014-2024

Abstract

The recent Brazilian scenario, even in the 20th century, was marked by significant changes in the education professionals training, as well as in other fields. These transformations stem from several factors, such as the production restructuring and the labor arrangements reconfiguration, the Fundamental Rights expansion and diversification, the constant technological and communication revolutions, and the widespread access to formal education. Such changes, however, occur simultaneously with the maintenance of inequalities that cause divisions and ruptures in the social fabric. The teaching profession, as well as teaching itself, is impacted by these phenomena. Given this scenario, this study proposes a reflection on the initial training of Basic Education teachers in Brazil, the subject of Goal 15 of the National Education Plan 2014-2024 (PNE), established by Law No. 13.005/2014 (Brasil, 2014). Empirically, the reflection is grounded in official statistical data and interpreted from a multidisciplinary analytical framework, with input from Education, Political Science, Public Policy, and Law. It reveals that, by the end of the PNE implementation period, only about 60% of the aforementioned target had been achieved. The analysis also draws on public policy evaluation perspectives that go beyond statistical data interpretation, examining implementation processes, their institutional determinants, and the factors that hindered the full achievement of the targets. Finally, the discussion addresses the limits, possibilities, and challenges for the next decade, aiming to mitigate the vulnerabilities of future teachers and address the precariousness of the training process.