TEACHER TRAINING: BETWEEN MANAGEMENT POLICIES, PRIVATIZATION, AND CONTEMPORARY DISPUTES (2014–2025)

Abstract

Between 2014 and 2025, teacher training has been affected by tensions arising from state reforms, the expansion of privatization, and the strengthening of managerial logic, phenomena that are reshaping initial and continuing training. In light of these changes, this article focuses on the restructuring of teacher training in Brazil, Portugal, and the European Union, limiting the study to the policies and regulations that guide this process. The choice of theme is justified by the intensification of the presence of private actors and the consequent reduction in teacher autonomy, which raises the central problem: how have recent educational policies shaped professional identity, intensified work, and favored new forms of privatization of teacher training? The general objective is to analyze how these contexts converge towards training models based on competencies, performance, and modular certifications. Methodologically, this is a bibliographic and analytical-comparative study based on authors critical of educational policy, such as Antunes, Casara, Braverman, Ferreira et al. (2025) and Nogueira and Borges (2025). The results indicate that Brazil, Portugal, and the European Union share common trends toward standardization, expansion of digital platforms, and strengthening of neoliberal rationality, contributing to the weakening of public universities and the redefinition of identity and teaching work. The article is organized into seven sections: theoretical framework, comparative initial training, privatization, Resolution 4/2024, teaching work, and final considerations.