Mercosur policies for teacher training: the experience of educative internships and regional mobility

Abstract

In recent decades, multiple multilateral commitments have agreed to prioritize teacher training, under the conviction that it is the central factor in securing the quality and equity of education systems. With this objective, Ibero America and Mercosur have developed various public policies aimed at their teachers. All this, in a context characterized by the return of the State, the review of educational reforms implemented in the 1990s -with limited results-, and the expansion of access to education. In this framework, the article seeks to carry out a descriptive and exploratory analysis of the regional policies developed by the Mercosur Teacher Training Area Commission since 2011, with a focus on the experience of internships and mobility. As there is little research that addresses the topic in regional terms, a qualitative methodology is used to review both bibliography and primary documents. After the analysis, it is concluded that the policies on the subject have been hierarchized and deepened in Mercosur. It is also recognized that the differences between the teacher training systems of the States add complexity to the processes of educational integration.