CONTINUING EDUCATION POLICIES IN GRADUATE PROGRAMS: INTERSECTIONS BETWEEN CAPES, LEMANN FOUNDATION, AND BASIC EDUCATION

Abstract

This article aims to identify and correlate the main actors and interests involved in the continuing education policies for teachers in Brazil’s stricto sensu graduate programs. It also seeks to understand the roles played by Capes and the Lemann Foundation in incorporating this policy into their proposals, their institutional trajectories, and the implications and improvements for Basic Education. The theoretical framework is based on research related to the construction of the proposed objective and serves to support the investigation, critical reflection, and discussion of the theme. This theoretical foundation has progressively influenced the study's analytical direction. The adopted methodology was bibliographic and documentary in nature, focusing on official sources from Capes, the Ministry of Education, relevant legislation, and institutional documents from the Lemann Foundation. The results indicate that although both institutions contribute to teacher qualification, they adopt different approaches: Capes aligns with public policies and national academic standards, while the Lemann Foundation promotes educational management with an emphasis on innovation and leadership. Findings also suggest that continuing teacher education, in this context, is a field of tension between diverse teaching conceptions, and its effectiveness depends on a balanced articulation between social commitment, professional recognition, and pedagogical innovation.