ARCHITECTURES OF PROFESSIONAL ENABLING FOR TEACHING AND THE BASIS OF TRAINING AND PROFESSIONALISM IN A EUROPEAN CONTEXT

ABSTRACT: This text develops an analysis and understanding of the bases of teacher training and professionalism in a comparative perspective, calling in particular three European contexts: Portugal, Spain and France. Methodologically, we proceed to a systematic content analysis of legislation and official documentation related to the structuring of the processes of training, professionalization and educational qualification in force in several States subscribing to the Bologna Declaration. We have developed a systematization of categorical thematic procedures (Bardin, 1995), following a non-frequency inference analysis methodology, aligned with an exercise in grouping meanings of the message, using a process of enumeration of empirically relevant “specific references” (Almeida & Pinto, 1995). Concluding, we hypothesized the institutionalization of performance profiles and normative frameworks for teaching with a high-level philosophical-political convergence, with the purpose of harmonizing and even hegemonizing a culture of teacher training and professionalism.