TEACHER TRAINING POLICY AND INTEGRAL TIME EDUCATION

The article discusses current trends in teacher education policies in Brazil, observing to what extent these policies have sought to meet the new demands generated by Integral Education programs that involve teachers and other professionals in the development of activities in schools of extended day. To do so, it has results of research carried out on two programs of Integral Education developed in the state of Minas Gerais, one at the state and the other municipal level. The research methodology included a literature review; documentary survey; ethnographic observation in schools; interviews with school coordinators and principals, application of questionnaires and the holding of focus groups with teachers. As a result, the emergence of new teachers working in these programs, without the necessary training and adequate experience to practice teaching, was observed. This finding has led us to highlight the problem of teacher education in this context, trying to identify in the most recent policies aimed at teacher training, both initial and continuing education, as this problem has been addressed in the specific literature.