Teacher education has been changing throughout its history, being something complex and the center of political discussions. The presence of neoliberalism in this educational segment directly affects the identity of the teaching professional, establishing educational policies based on the logic of the market. This article aims to analyze the changes that have occurred in the curricula aimed at teacher training inthe last decades. The research is aligned with the method of historical-dialectical materialism to make a critical analysis of the reality in the face of the policies that
support the training in Pedagogy courses, the historical context of the degrees in Brazil and the Pedagogy course in the training of professionals to work with teaching, we reflect on the concepts of teacher training, we discuss the role of neoliberalism in the training of pedagogues in the last three decades. The main authors were: Libâneo (1996), Silva (1999) and Souza (2023), among others. Analyses were carried out in the DCNs of teacher education (2002, 2012, 2015, 2019) and DCN of Pedagogy (2006). The research identified that over the last three decades, educational policies have been precarious and devaluing teacher training. Neoliberalism directly affects teaching practices, through standardized curricula and methods while neglecting the qualitative aspects in education. Teachers must recognize and strengthen the importance of these organizations in the struggle for quality education.
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