The aim of this paper is to analyze the Parfor Presencial, focusing its possibility to reduce regional inequalities and to provide equal access to in-service training for teachers at basic education in Brazil. It uses public policies theory to analyze the issue of teacher training in the country, the relationship of the Parfor Presencial with other programs of the national policy for teacher training and its scope of the rights and benefits offers to beneficiates, as well the program management. In conclusion, present the discrepancy between the need for teacher training and the real training offer for the Parfor Presencial, as well as the difficulties of teacher-learners in remain at training.
public policies; Parfor; teacher training
