This research analyzes the contrasts which come from the change in the models of teachers’ training in the Pedagogy courses in the southwest region in Parana, through the insertion of courses via DL that evidence policies for democratizing access to higher education that have been winning spaces through the of option between a regular course and a distance one. The research focuses on the educational centers where a field research was developed, using a questionary applied to the tutors from the fifteen educational centers, getting significant information for the investigation which made it possible to analyze and interpret the data through a bibliographic and documental review which served as basis to illustrate the policies which contemplate DL in a legal and doctrinal way. To collaborate with this research the phenomenological, sociological and political views from Mészaros, Andrioli and Altmann were used to contextualize the reflection about this model of teachers’ training spread as a public policy that achieves directly the teachers’ training process in the basic education.

Educational Politics; Distance Education; Teacher Training; Brazil