A crise silenciosa na formação de professores no Brasil:  análise do Censo da Educação Superior

Helder Eterno Silveira; Marcea Andrade Sales

doi:10.18593/r.v50.37673

Authors

Helder Eterno Silveira Federal University of Uberlândia https://orcid.org/0000-0002-2966-2636
Marcea Andrade Sales State University of Bahia https://orcid.org/0000-0003-1158-6089

DOI:

https://doi.org/10.18593/r.v50.37673

Keywords:

Teacher Education, Distance learning., Educacional policies

Abstract

This study examines the structural crisis that undermines teacher education in Brazil, based on the 2024 Higher Education Census and the 2024 School Census. Many pre-service teachers are enrolled in distance education programs, a modality associated with high dropout rates, particularly in subject areas with the greatest teacher shortages in Basic Education. Professional precarization is evidenced by the predominance of temporary contracts in state school systems and by salaries lower than those of professionals with equivalent levels of education, a target established by the National Education Plan (2014–2024) that remains unresolved. The study asks: what do these data reveal about the crisis in initial teacher education, and what are the implications for policies aimed at valuing the teaching profession? Three critical factors are identified: the commodification of education, the devaluation of the teaching career, and the insufficiency of public policies. Based on these factors, the study characterizes key dimensions of the crisis and proposes policy directions grounded in this analysis. Programs such as Pibid and the Pedagogical Residency show positive impacts, albeit with limited reach. The study proposes an integrated set of policies that combine career valorization, regulation of distance education programs, expansion of face-to-face training, and the strengthening of student retention policies. Overcoming this crisis is a strategic condition for the future of brazilian education.

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Author Biographies

Helder Eterno Silveira, Federal University of Uberlândia

Holds a Bachelor’s Degree in Chemistry – Teaching and Bachelor tracks – from the Federal University of Uberlândia (1997). Specialist in Science Education from the School of Education at UFU (2000), Master’s in Brazilian Education from the same institution (2002), and PhD in Education from the State University of Campinas – UNICAMP (2008), with doctoral research conducted at the Faculty of Science and Technology, Section of History of Science, at the New University of Lisbon, Portugal. Completed professional development at Stanford University (USA) in the Stanford Teacher Education Program (STEP) in 2013 and 2015. In 2014, participated in the Teacher Training School at CERN (European Organization for Nuclear Research) in Geneva, Switzerland.
Currently, Full Professor at the Federal University of Uberlândia. Served as Institutional Coordinator of the Institutional Program for Teaching Initiation Scholarships – PIBID/UFU and as Coordinator of the Program for the Consolidation of Teaching Degrees – PRODOCÊNCIA/UFU. Acted as a member of the International Licentiate Committee – PLI/UFU and as Supervisor of the Division of Teacher Education Degrees in the Office of Undergraduate Education – PROGRAD/UFU. Participated in the Ministry of Education’s Textbook Evaluation Committee for Chemistry within the National Textbook Program, as reviewer (PNLD 2010), Pedagogical Coordinator (PNLD 2018), and Technical Coordinator (2025). Coordinated the Natural Sciences area in the UFU/INEP Agreement and advised the National Forum of Undergraduate Pro-Rectors – FORGRAD (2011–2012).
Professor in the Graduate Programs in Chemistry (Master’s and PhD), with a concentration in Chemistry Education, and in the Professional Master’s in Science and Mathematics Education at the UFU Institute of Physics. Between 2011 and 2015, served as General Coordinator of Teacher Appreciation Programs at the Coordination for the Improvement of Higher Education Personnel – CAPES, overseeing initiatives for teacher education and university extension, such as the programs: Novos Talentos, PIBID, PIBID Diversidade, Education Observatory, Indigenous School Education Observatory, and the Social Development Program through Local Productive Arrangements, among others. Worked in partnership with African institutions to develop teacher education programs in Cape Verde, São Tomé and Príncipe, and Mozambique.
Served as Pro-Rector of Extension and Culture at the Federal University of Uberlândia (2017–2024). Presided over the National Forum of Extension Pro-Rectors of Brazilian Public Higher Education Institutions (FORPROEX) and coordinated the Extension Pro-Rectors’ College of the National Association of Directors of Federal Higher Education Institutions (COEXANDIFES). Acts as a consultant to the Ministry of Education in developing the National Higher Education Policy, funded by the Organization of Ibero-American States (OEI), and is a member of the Higher Council of the Tutorial Education Program (PET) with the MEC. Has experience in Education, with emphasis on Science Teaching, focusing mainly on the following topics: teacher training, public policies for teacher education, university extension policies, education for ethnic–racial relations, evaluation of teaching materials, and history of science.

Marcea Andrade Sales, State University of Bahia

Postdoctoral Fellowship in Education (Federal University of Uberlândia, 2016). PhD in Education (Federal University of Bahia, 2009), Master’s in Education (Federal University of Bahia, 2004) and Bachelor’s Degree in Geography (Catholic University of Salvador, 1987). Full Professor at the State University of Bahia – Department of Education, Campus I. Permanent professor in the Professional Master’s Program GESTEC/UNEB. Deputy Coordinator of the Professional Master’s Program GESTEC/UNEB (2013–2015). Member of the Coordination of the Institutional Program for Teaching Initiation Scholarships – PIBID UNEB CAPES, Call for Proposals 2011–2013, and PIBID UNEB FAPESB, Call for Proposals 2013–2014. Leader of the Research Group Forma(em)Ação GEFEP/CNPq and supervisor of research on in-service teacher education. In the field of Education, works on the following topics: teaching and research, teaching practice, curriculum, and teacher education. Participated in the General Coordination of the National Program for the Training of Basic Education Teachers – Plataforma Freire/UNEB (Oct 2010–Jun 2011), for Curriculum Monitoring and Management of the Program. Worked for 17 years in Primary and Secondary Education. Was a professor in Geography degree programs at Jorge Amado Colleges – Higher Education Institute (2004–2006), Catholic University of Salvador (1997–2005) and Federal University of Bahia/Faculty of Education (2001–2003). Served as Assistant Professor in the Geography degree program at the State University of Bahia – Campus V, Santo Antônio de Jesus/BA (2001–2005). Coordinated the Pedagogy Degree Program of the Teacher Training Program Rede UNEB2000 in Madre de Deus/BA (2007–2008).

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