This paper intends to discuss Brazilian policies in support of basic education teachers, accounting for data collected in fifteen departments of education in Brazilian states and municipalities, which were part of a field study on teacher policies in Brazil (GATTI; BARRETTO; ANDRÉ, 2011). In the first part of the paper, to show the relevance of teacher policies studies, we review Brazilian researches on teacher education, and the data of international reports on teachers policies. Next, we describe the methodology of the field studies: the selection of sites, data collection sources, and research instruments and procedures. In the third part we present the research findings: material resources and pedagogical support provided by Departments of Education and continuing education activities, giving special attention to those that help the professional insertion of beginning teachers. In the final part of the paper we pointed some issues that deserve more attention from public management.
teacher policies; teacher education; beginning teachers; basic education
