摘要：Cuban education has stood out by its effectiveness in innumerous international studies and, in the present context, all its educational policy finds itself tied to the ambitious project of universalizing of the superior education, where the model of teaching formation inserted in all graduation courses stands out. This model of formation has as established elements the unity between education and instruction and the articulation between study and work, which makes it a reference for study. Besides, Cuba presents an unique formation institution for teachers on basic education – the Superior Pedagogical Institution – and an unique model of formation, admitting besides the presential mode only the semi-presential. In order for education to fulfill its social functional, it is important to measure to what extent such proposals attend the expectations and necessities presented by the formation demands, having on sight the quality of education. This article presents an analysis of this theme, indicating possibilities that will have to be object of further research. The goal is, through comparative studies, to contribute to the search of solutions presented by actual policies of teaching formation in view of an education of quality.
其他摘要：Cuban education has stood out by its effectiveness in innumerous international studies and, in the present context, all its educational policy finds itself tied to the ambitious project of universalizing of the superior education, where the model ofteaching formation inserted in all graduation courses stands out. This model of formation has as established elements the unity between education and instruction and the articulation between study and work, which makes it a reference for study. Besides, Cuba presents an unique formation institution for teachers on basic education – the Superior Pedagogical Institution – and an unique model of formation, admitting besides the presential mode only the semi-presential. In order for education to fulfill its social functional, it is important to measure to what extent such proposals attend the expectations and necessities presented by the formation demands, having on sight the quality of education. This article presents an analysis of this theme, indicating possibilities that will have to be object of further research. The goal is, through comparative studies, to contribute to the search of solutions presented by actual policies of teaching formation in view of an education of quality.
