Formação docente: um elo perdido, qual caminho seguir para ressignificar as licenciaturas?

Abstract

This article presents a theoretical reflection on international educational policies, the control over teachers in schools and universities, and emerging initiatives aimed at overcoming the limits imposed by neoliberalism. Focusing on the Brazilian context, using data from the Higher Education Census of Inep (2024) and the Higher Education Map (Instituto Semesp, 2024), which reveal a significant shortage of existing teachers, the article explores the potential of complex and transdisciplinary didactics to overcome neoliberal challenges. These approaches create spaces for emancipation, aligning with critical practices that challenge power structures and promote genuinely transformative education. The article also examines the initial and continuing education of teachers through critical and emancipatory lenses, proposing alternatives to traditional models of teaching and educational management. The research draws on the works of Libâneo (2021), Longarezi, Pimenta, Puentes (2023), Morin (2000, 2007), Lopes; Gastão; Silva (2024); Rosa, Santos (2016), and Suanno (2023, 2024). The analysis underscores the importance of training teachers to understand pedagogical work in a complex and integrated manner, pointing towards pathways for emancipatory and humanizing education.