Entering the teaching career: Brazilian and Chilean experiences

Abstract

This paper analyzes the admission policies in teaching careers within public education systems in Chile and Brazil. The article deals with the comparative data forms and criteria for the regulation of the teaching profession, specifically the statutes and career plans in effect. In Brazil, the work takes the data from 12 states and their capitals towns as a reference for analysis, since Brazil does not have a single national career. In Chile, which has nationally standardized elements, the research took the national references about the teaching career. The study concludes that both countries have somewhat chaotic forms of teaching entry, and the criteria for nomination to the positions are different; although national laws exist, the teaching career involves great diversity in form and entry. Finally, this study also shows that the teaching profession exams could be potential instruments to ensure improvements in educational quality; however, these occur in unfavorable contexts to the teaching practice.