Diálogos sobre las políticas contemporáneas de formación de profesores entre Argentina y Brasil

Abstract

The debates about transnational in the History of Education have pointed out and/or rearticulated research that covers the comparison between different education systems, the articulation and circulation of concepts on a supranational scale have impacted national education systems. In this dynamic, the impact of actions by international organizations in the construction of concepts that end up permeating national education systems can be observed, such as the large-scale assessment PISA promoted by the OECD. In this sense, the aim of this article is to present and reflect on the recurring fundamental concepts in the legislation for teacher education in Brazil and Argentina, as well as their similarities and differences. Comparing the teacher education systems of countries like Argentina and Brazil is important because it makes visible effective practices and approaches used in each one, allowing countries to exchange approaches, modalities, experiences, and adopt strategies that have shown good results in teacher education - both initial and in-service - in order to guide policies while taking into account differences in culture, the organizational modality of the education system, and the socio-historical particularities. The possibility of analyzing and establishing comparisons promotes the identification of common problems and challenges in the search for shared solutions.