VOCATIONAL TRAINING AND TEACHING: THE CHALLENGES OF CROSS-BORDER EDUCATION

Abstract

This article critically analyzes the challenges and perspectives of initial and continuing teacher training in Basic Education, with an emphasis on the state of Roraima and its cross-border specificities. The objective was to reflect on the construction of teacher training in Brazil from its historical roots. To this end, a literature review was conducted based on authors such as Paulo Freire, António Nóvoa, Maurice Tardif, and Bernadete Gatti, discussing the historical process of teacher professionalization in Brazil. The study shows that, despite advances, structural gaps persist in teacher training, especially in peripheral and Amazonian regions, where educational inequalities, precarious working conditions, and a disconnect between theoretical and practical knowledge prevail. The reflections demonstrate that the constitution of teaching knowledge demands training that values ​​professional identity, critical reflection, and dialogue between theory and practice. In border territories, such as Roraima, it is argued that Critical Interculturality constitutes an essential framework for confronting inequalities, decolonizing pedagogical practices, and recognizing the diversity present in schools. It is concluded that teacher training must be continuous, humanizing, and territorially focused, capable of promoting professional emancipation and responding to contemporary complexities.