2021-10-052021-10-052021-06-07QUEIROZ, Claudia Souza de. Formação de professores em Goiás: a experiência da formação dos professores leigos nos projetos Magister (1977-1981) e Proformação (2000). 2021. 36 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/handle/ri/19956This research aims to carry out the historical analyses of the emergency projects “MAGISTER” and “PROFORMAÇÃO”, in order to understand their impact on the professionalization of lay teachers in the specificity of the state of Goiás, as well as to analyze and identify the intentions implicit in the training of teachers through these emergency projects and, search for the main causes and/or reasons that led to the implementation of short-term training projects instead of expanding the offer of regular courses. To achieve the proposed objective, we used documentary sources identified in Secretaria de Estado da Educação de Goiás (Seduc/GO), texts without a specific period classification, found by the Google Scholar platform, articles from journals indexed in different portals and, finally, books and articles cataloged in the libraries of the Universidade Federal de Goiás. In view of what is revealed in this research, we intend to understand a historical moment of teacher training, especially in the state of Goiás, through documents that reported the process of execution of the emergency projects, laws that encompass the teaching of teachers, and texts by authors who have analyzed this theme. The research is characterized as bibliographic and documentary in a qualitative approach. Together with the research methods, in order to explain the reality of the researched object, we use the dialectical method to direct our focus, always considering contradiction, conflict and criticism. At the end of this research, there are criticisms made to the training of teachers during this period, both with regard to regular training, as well as emergency training, such criticisms are justified due to the historical moment in which these projects were implemented. The problem of lay teachers existed, you couldn't just discharge everyone and hire already qualified teachers, because then they would be just erasing the contribution of professionals who dedicated themselves for years to take the education where no one else wanted, in exploratory conditions. Therefore, it was necessary to train and enable them so that this education would not be lost in practice by practice. The solution found by the State was the Emergency Projects, and that the training provided in these projects to these teachers demanded a lot in three aspects: content, discipline and time. However, even with the difficulties, the emergency courses managed to follow their objectives, train and enable lay teachers to reduce the number of unqualified teachers in the public school system, there is a quantitative solution in the group of lay teachers, however we did not find qualitative solutions to the problem.porAcesso AbertoFormação de professor leigoMagisterProformaçãoTCC