Ensino superior e a formação de professores: das escolas-normais às reformas na ditadura civil-militar

The objective of this work is to present how Higher Education, specifically undergraduate and Pedagogy courses, became one of the requirements for the performance of teachers in Brazil. We take as theoretical references the studies produced by Tanuri (2000), Novoa (1991), Rhomanelli (1987), Villela (2007), Saviani (2009), Hebling (2013), among others. We adopted as methodology the qualitative research in Education from the bibliographic research and documentary analysis. From the studies analyzed, it was possible to understand how Higher Education became the minimum training for teachers in Brazil, especially after the Higher Education Reform of 1968 and LDB of 1971. However, these reforms had a considerable impact on this training, attributing a technical, marketing, fragmented tendency, in general, aimed at the proletarianization of teachers.