CONVERGENCES AND DIVERGENCIES IN THE INITIAL TEACHER EDUCATION IN BRAZIL AND PORTUGAL

Abstract

The objective of this study is to analyze the convergences and divergences in the socio-political and educational context in the initial teacher education in Brazil and Portugal. We reflect the importance of the university in the training of teachers to improve the quality of education and teaching proposals, aimed at the training of future teachers, in accordance with the laws that regulate and govern the educational system and the understanding and selection of sociopolitical and educational data from Brazil and Portugal As a research methodology we use the comparative methodology, composed of the four phases: descriptive, interpretive, juxtaposition and comparative. From the juxtaposition and analysis of the data, we perceive the importance of the initial training of teachers, highlighting proposals, projects and laws that standardize the teaching process, pointing out the need to train teachers with skills and abilities, which provides quality teaching. and learning. In the study carried out, it became evident the need for a critical look and implementation of effective public policy proposals for the consolidation of the quality of teaching and the initial teacher education, who are the protagonists, together with the students throughout the teaching and learning process.