TEACHER EDUCATION POLICIES AND THEIR REPERCUSSIONS ON THE QUALITY OF BASIC EDUCATION IN ACRE: THE UNPRECEDENTEDLY FEASIBLE

The article aims to describe, in a historical perspective, the educational policies implemented in the state of Acre since 1962, with emphasis on teacher training policies developed in the first decade of the XXI century, listing its repercussions on quality indicators of Basic Education after its implementation. The study describes, in the educational context, the policies of state governments of different party acronyms formulated in the period between 1962-1999, which aimed at serving the population and improving the quality of education, highlighting in them the teacher training through Special Programs. The research is qualitative, of a descriptive-explanatory nature, based on document analysis. The study is an excerpt of the doctoral research completed by the author in 2010, in which 150 teachers and 10 pedagogical coordinators from public schools participated and contextualized with the IDEB results in 2005-2019. The results of the research reveal that the changes produced by the comprehensive initial training program had repercussions on the pedagogical practices developed in schools and, consequently, on the quality indices of Basic Education achieved, especially in the early years of elementary education.