Challenges and perspectives of teacher training in the Federal Institutes of Education in Brazil, according to references in the academic production

• Autor(a) principal: Cristiane Silva
• Data de Publicação: 2022
• Outros Autores: Roberto Melo, Cecília Guerra
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.12.2022.e632
• topic: Institutos Federais de Educação; Formação de professores; Formadores de docentes; Federal Education Institutes; Teacher training; Teacher educators.; Teacher educators

This paper discusses the contributions of academic production, especially of master's and doctoral studies from graduate programs in education in Brazil that deal with teacher training in undergraduate courses at the Federal Institutes of Education. We aimed to identify in the literature what challenges and perspectives are evidenced in the supply of undergraduate courses in the Federal Institutes, especially with regard to the training of teachers who work in these courses.  Considering the expansion of undergraduate courses in the Federal Institutes since 2008, this review can show a mapping of the work already started on the theme, as well as point out some gaps to be further explored in future work. The proposed research is based on a qualitative approach, based on bibliographic research, being a literature review, using as a reference source the abstracts of dissertations and theses available in the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel - CAPES. This choice allowed us to opt for a more interpretative perspective of the data. Based on the study, we verified that the academic production on the theme is still incipient. By way of conclusion, there is a need for greater investment in research that shows the analysis of the supply of degree courses in the Federal Institutes, if there are continuing education actions for teachers who work in these Institutes, how the high titration of the teaching staff has an impact on the qualified supply of degree courses, how the identity of teacher educators and teachers in training in the Institutes is constituted, among other issues.