This dissertation reflects the political, economic and social conjuncture that marks the policies
for teacher education in Brazil and aims to analyze the contributions of the National Plan for
the Training of Teachers of Basic Education - PARFOR for the pedagogical practice of
teachers-students of the Course of Pedagogy / UFPA. In addition, we intend to analyze the
subjects' perceptions about the formative process received; To investigate how teacherstudents
perceive their own teacher training in PARFOR and what significance and
difficulties they attribute to this training, and, finally, to analyze if the course enables the
teachers in formation at PARFOR to reflect on their pedagogical practices. The program is
intended for teachers who already work in basic education, but who do not have the minimum
training required by the Law on Guidelines and Bases of Education - LDB (Law No. 9.394 /
1996). In the investigation, the perception of the teachers who participated in this formative
process was analyzed, considering their pedagogical practice. From the theoreticalmethodological
point of view, a qualitative research was carried out, based on semi-structured
interviews with the teachers in training and graduates of the course. The research subjects
reported that their pedagogical practices have changed and that the training received has had
positive consequences for their classrooms. On the other hand, they emphasized some critical
aspects: the course does not consider their teaching experiences and does not make an
adequate articulation between theory and practice, disregarding events in the classroom of
basic education that could give subsidies for theoretical formation and enable the
development of resignification And problematization of practice; The period of classes,
intensive, gives room for lightening and promotes a certain prejudice against training. The
results indicate that access to the licentiate course in a federal public institution was of great
importance for the personal and professional life of the teachers since, without it, the majority
would not have access to higher education.
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