Teacher training, Public Policies, Precariousness of Teaching.

There are many studies on teacher training, but the debates that are generated around this topic are never enough. In our work we brought teacher training to the debate, but specifically the training of teachers who work in the first stage of Basic Education, Early Childhood Education. Our look at this training was to understand the training trajectory of teachers who work at this stage in the municipal network of Seropédica and through this trajectory, analyze the initial and continuing training of these teachers and understand whether in any way the training makes teaching precarious. In this way, this dissertation is the result of work carried out based on readings of long theoretical references, analyses, empirical and theoretical research. The data analysis of this research was carried out in a quantitative and qualitative way, seeking with both techniques a better understanding of the situation of the training of teachers who teach in Early Childhood Education at the Municipal Network of Seropédica. Using a questionnaire as a data collection instrument and conducting focus groups. In this way, we hope that our research will contribute to reflections on teacher training, on the devaluation and precariousness of teachers in basic education, especially those who teach in early childhood education. A look at how we can rethink distance learning and think about public policies that are really designed and developed to value public and quality education, that really value its professionals. And as a suggestion for future research, we understand that further investigation into the issue of precarious teaching related to training in distance learning degree courses and how this precarious training can harm basic education.