Since the 1990s, there is a greater concern in Brazil regarding public policies, due to the various transformations resulting from globalization and neoliberalism, as well as state reform, which directly affected education. This paper aims to analyze and evaluate the implementation, development and results of the public policy of teacher education - Parfor in a Community University, located in the City of Sorocaba, State of São Paulo. Parfor is the result of actions by the Ministry of Education in collaboration with state and municipal education offices and higher education institutions to provide free and quality undergraduate courses to public school teachers without adequate training in the Education Guidelines and Bases Law. Specifically at the University of Sorocaba, Parfor's innovative implementation experience shows the institution's strict relation with local and regional communities, its commitment to education and the results of its practices and services related to teaching, research and outreach aimed at these communities, particularly regarding the training of teachers and other professionals of basic education in Sorocaba and its region. This article also points out the limits and difficulties of an action of this type aimed at teacher training.
Keywords:
Educational policies; Teacher training; PARFOR