ABSTRACT
Through systematic reviews of literature and documents, this article, of a qualitative nature, revises the public policy bases that structure the Master’s programs in Teaching in Portugal, the Basic Education teachers’ training level of that country. Although the theme is not so new in the scope of scientific research, we considered the relevance of categorically observing how the Bologna Declaration and its architecture of initial professional training reached the educational legislation applied in this reality and how they can give indicators to think about training in Professional Master’s in Brazil. With a look beyond the legislative issue, the research was designed with a pedagogical perspective, verifying who may be and who already are the protagonists of the processes in the effective changes that took place in training institutions. In this trajectory it was possible to perceive a common objective on the relevance in this field: the support in raising awareness of an innovative curriculum that promoted quality of initial training in that, in order to reach this premise, two conceptual bases are guiding: scientific knowledge and practices in context.
Keywords:
Master’s in Teaching; Portuguese teacher training policies; Bologna Declaration; Initial teacher training