Educational policies have been the subject of discussion in the academic
environment, especially with regard to teacher training and professionalization
policies. This research recommends a specific reading about the implications of
teacher training and professionalization policies at the federal, state and municipal
levels, focusing on a Private Higher Education Institution (HEI). Our analysis aims to
unveil, without losing sight of the national and state context, the educational
characteristics / guidelines that guide the policy of training and professionalization of
teachers in higher education institutions, in Palmas / TO, focusing (HEI) on a private.
The methodological path was based on the qualitative approach, based on the
critical-dialectical method, using bibliographic review research and analysis of legal
documents that address teacher training and professionalization policies. The study
explained that the transformations in the role of the State, the guidelines of
international organizations - such as the World Bank and UNESCO -, the educational
decisions related to the restructuring of Universities and the new modalities of
training the teaching professional for higher education have contributed to the
commodification education and the imposition of a flexible training model with a focus
on the idea of the reflective teacher. From the research carried out, it was noticed an
increase in the proletarianization of work and an increasing disqualification and
precariousness of the teaching work, based on the development of professional skills
with impacts on educational policies in general, and for higher education institutions
(HEI). Such actions obscure a policy of improving the conditions of teaching work
and significant changes around public policies. The research also showed that the
process of training and professionalizing teachers in the field of higher education
needs to be understood in the tension between the public and private spheres. In this
sense, when analyzing a private HEI, we were able to show the constitutive and
constituent traits of teacher education and professionalization that expresses the
commercialization of higher education and the proletarianization of teaching work
struck by intense professional precariousness.
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