A formação de professores nos institutos federais: interiorização e efeitos sobre a profissionalização docente no norte de Minas Gerais

Abstract

The insertion of undergraduate courses in Federal Institutes of Education, Science and Technology, is related to a set of policies aiming at enlarge and expand teachertraining in country. This article presents an analysis about that implementation, prioritizing the understanding of conception that guides the policy of teacher training. It has been a qualitative research that has as a method of interpretation the Historical Dialectical Materialism – MHD. The instruments for data collection have been interview with teachers of undergraduate courses and documentary analysis. The results presented have been organized from the content categories on internalization of undergraduate courses, mediated by increasing of institutes and effects on teacher professionalization. The study pointed out that the dilemmas of undergraduate courses had come from the very process of teacher training, which historically has been mediated by structural distortions of a centralizing policy and social contradictions that have emerged from production of material life.