The purpose of this article is to discuss the relationship between the Brazilian National Curriculum Guidelines for the Undergraduate Education Program (DCNP) adopted in 2006, and the orientation from the Multilateral Organizations. It analyzed the documentation concerning the teachers training from Multilateral Organizations, and the literature in teacher reconversion comparing these data with those collected from the National Curriculum Guidelines. Through qualitative analysis, it was verified that the teacher assumes a privileged place, becoming protagonist of the reform triggered after 1990 across Latin America and the Caribbean. In an implicit way, this professional sets up like a super-teacher - a person who is multifunctional, polyvalent, flexible, protagonist, and tolerant. The proposal regarding the transformation of its functions appears as a reconversion strategy, and is confirmed in the documentation examined. Several elements from the Curriculum Guidelines converge with those proposed by Multilateral Organizations. This articulation corroborates with the expansion process of teaching and management concepts, and the restriction of theoretical training and of training time. Therefore, it may lead to the disintellectualization of the teacher, and according to the Curriculum Guidelines, to the configuration of the Undergraduate Education Program as space of the teacher's reconversion in super-teacher.
educacional policy - 2000; Undergraduate Education Program; multilateral organizations; teaching reconversion; teacher training