Abstract
This article is the result of a doctoral thesis in Education defended in the Postgraduate Program in Education at the São Paulo State University (UNESP). The objective of this work is to present the advancements, setbacks, and legislation regarding the training of teachers in Brazilian Professional Education from a historical perspective. It is qualitative research, focused on literature review, with emphasis on the most relevant federal normative documents from the period of 2012 to 2022 that dealt with this subject. The results point to: 1. The Brazilian government has been allowing, and more recently favoring, the previous professional experience of teachers in companies, especially in industries, as a requirement for working in professional education, specially at the technical level; 2. The Brazilian government has been offering various formative strategies to teachers who already work in this field but do not have a teaching degree, and we are currently unaware of their implications for the teaching-learning process; and 3. The government in this case has been assuming a position regarding the training of teachers for this specific field that demonstrates more continuities and similarities with the past experienced throughout the 20th century than ruptures and real changes.
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