UFAC, TEACHER'S TRANING PROGRAM AND Parfor: CHALLENGES FOR TEACHER EDUCATION IN THE AMAZONIAN CONTEXT

The study is organized on the basis of a bibliographic and documental review and highlights the actions developed by the Federal University of Acre (UFAC) in the plan of training teachers from the public school system of the State through the program of internalization of graduation, in order to situate the implications of the current LOB (law for guidelines of education), Law 9.394/96 and the enactment of the Decree 6.755/2009, which established the national policy for the training of teachers of basic education, configured by the National Plan for Training of Basic Education Teachers / Parfor. The analysis is also interspersed with some theoretical references to teacher training, with the purpose of showing the strategies, determinations, and ambiences in which Parfor was implemented in the State of Acre in relation to the specificities, realities, and training needs of the interior municipalities of the State. The recovery of some of these moments has contributed to reveal the conditions under which teacher education has been carried out in Acre, its results in face of the growing demands for higher education of teachers, the repercussions of these initiatives regarding the expansion of access to higher education, the reduction of the percentage of unqualified teachers, especially in the municipal education systems, and the role and social function of the public university in terms of teacher education in the Amazonian context. in the specific case of the Parlor experience, it outlines some of the difficulties faced by teachers who search for qualification, reinforcing the need for the existence of emergency training programs in the Amazon, when the collaboration among the federated entities is reiterated as on indispensable condition for this investment.