Abstract: The initial teacher training for basic education gained prominence on the Brazilian public agenda in the 2000s, leading to a series of public policies. One of these policies involved reserving 20 % of the seats in the newly created Federal Institutes for initial teacher training, in what were called undergraduate teaching courses. At the time, there was a growing shortage of teachers, both in quantitative terms (reflected in the lack of teachers) and qualitative terms (with many professionals in the classroom who did not have specific graduation in the subject they were teaching). This study specifically focuses on the Federal Institutes, with the aim of analyzing their impact on improving the educational indicator "teacher training adequacy," an instrument used by the Ministry of Education to monitor the progress of public policies designed to address issues related to teaching in basic education. Using a quantitative and descriptive correlational approach, the study uses three statistical databases from the Ministry of Education to explore the relationship between the availability of seats in teaching courses and the teacher training adequacy indicator. In the end, it confirms the hypothesis that the Federal Institutes contributed to raising the mentioned indicator: on average, the 336 Brazilian cities that have Federal Institutes showed a 5.2 % higher performance in teacher training adequacy when compared to cities without the presence of the institution.
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