Pensar criticamente a formação docente no período pós-pandêmico

Abstract

This article aims to discuss some demands that come to the field of teacher training in the pandemic and post-pandemic context, trying to understand them from the changes that have taken place in the work practice of these professionals and the expectations placed on their preparation and training for the transition between school before the pandemic and that imagined for the post-pandemic period. The analyzes developed will be supported by data from two surveys carried out by the Study Group on Educational Policy and Teaching Work at the Federal University of Minas Gerais (GESTRADO/UFMG). In addition to the analysis of empirical data, the demands that reach teacher training at this time will be interpreted through discourses about a global education agenda, having as reference contributions from Latin American critical-social thinking.