Being a Teacher in Brazil: An Analysis of Teacher Education

Abstract

This article analyzes teacher training in Brazil, with an emphasis on the professional recognition and appreciation of educators. The methodological approach includes a bibliographic review of the History and Philosophy of Education, as well as an analysis of data from the 2021 INEP Census and Decree No. 9,235 of December 15, 2017, which establishes guidelines for Higher Education in the country. A systematic literature review, combined with both quantitative and qualitative data analysis, was used to provide a comprehensive understanding of the current state of teacher education. Additionally, the study explores the historical context of Brazilian education, especially during the Civil-Military Dictatorship (1964–1985), which implemented authoritarian educational practices based on ideological control, rigid discipline, and limited critical engagement. These elements, although historically contextualized, have left a lasting impact on contemporary educational structures. A clear example is the recent implementation of civic-military schools, reflecting a resurgence of past authoritarian values in modern schooling. The findings reveal how the lack of clear pedagogical guidelines, combined with the academic undervaluation of teaching degrees and poor working conditions, contributes to the growing disinterest in the teaching profession. The article argues for public policies that recognize and support educators, promote pedagogical training aligned with democratic ideals, and ensure the retention of qualified professionals within the Brazilian education system.