Formação continuada de professores e regionalização educativa: uma análise das políticas do setor educacional do MERCOSUL

This article aims to analyze the policies of continuing teacher education in the context of regionalization, but specifically to identify such policies in the educational action plans of the MERCOSUR Education Sector. In this sense, it is considered that this region is inserted in an intense process of internationalization and educational regionalization, in which, in addition to the influence of international organizations, the MERCOSUR Education Sector stands out. In Latin America, as in other contexts, the constitution of economic blocks emphasized the role of education as a factor of integration, influencing and directing the priorities in this field. According to Ludke (1986), qualitative research supposes the direct and prolonged contact of the researcher with the object to be investigated, that is, an intense field work, in which the problems are studied in the environment in which they occur, as direct sources of data collection. As a result, a formative supply of a priority technical nature was observed, subject to the vicissitudes of the governments. Such training is in accordance with a neoliberal international agenda that is not concerned with the value of education professionals, even though this training is considered an important instrument for the implementation of this same agenda.