Teacher training under the Policy Cycle Approach

Abstract

This article sought to bring reflections and theoretical contributions on teacher training from the Policy Cycle Approach (PCA). This objective seeks to respond to the issue of the existence of a transformative potential in teacher training, based on the overlap between training and the analysis of educational policies. As a methodological path, two researches by the authors on basic education were brought together, with the main convergence between both, the emphasis on teacher training. From this initial exercise, a theoretical-reflective path was followed on teacher training, PCA and the mobilizing confluence of their intertwining. The rapprochement between educational policies and teacher training can provide a broader field of vision for all pedagogical reflection. Such training, with transformative potential, cannot do without the analysis of public policies for education. As a possibility of conclusion, possible plots and trails are indicated. The trails demonstrate a passable path for problematizations regarding teacher training policies in Brazil. The proposed reflective exercise raises the need, and possibility, of abandoning naivety and thinking about education and its complex processes critically. Likewise, it demonstrates that it is viable to create spaces in which it is possible to take distance and take position, demarcating presence and territory. Still, in the convergence of all reflective approaches, it is hopeful that it is possible to see and create gaps, even in complex times. There are arms to extend, unite and erect trenches of resistance in this weave of hands and ideals.