摘要：What contents and skills should be included in teacher initial and continual education? What are the challenges of teacher preparation In Brazil? How does gender cut across and constitute teacher preparation in our country? In this paper I attempt to answer these questions, based on reflections interwoven during my trajectory as a teacher educator and technical aidefor the federal government in monitoring teacher initial and continual education actions, in different cities and regions of the country. I argue about the importance of incorporating a gender perspective in teacher practice. In order to accomplish this, there are challenges of various kinds, which need to be faced jointly by higher education institutions, public policies, and teachers themselves.
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