Formação de professores à luz da legislação recente
The National Curriculum Guidelines for teacher training have in common the concern that teacher training should be based on more than curricular content, valuing culture, interdisciplinarity, complementary activities, extension actions, the articulation of theory with practice, as well as relevant themes in the current context, such as the environment and ethnic-racial relations. This perspective of comprehensive, humanistic and critical training is relatively recent and transcends formal spaces (school, university, among others). The contemporary world challenges university thinking and the current attempts to converge teacher training with school practice need a closer look in order to better reflect on the training process and the link between the legal regulations for teacher training, institutional regulations and the “ground” of the school. From this perspective, this paper analyzes the legal regulations that guide teacher training in Brazil, in a historical context, highlighting relevant points that have been reinforced over time, or important advances, such as the integration of extension into the training curriculum. The results showed that there is a concern with the dialogical insertion between theory and practice, with interdisciplinary themes and with valuing practical activities, as well as with comprehensive and diversified teacher training, in accordance with the legal guidelines for teacher training. Institutional extension policies presuppose extension as one of the privileged loci of university activity, capable of unleashing creative processes of knowledge production that make it possible to link theory and practice. Keywords: Legislation, teacher training, extension