En este artículo se presenta un análisis comparativo entre los Proyectos Pedagógicos de los cursos de formación inicial de profesores de la Facultad de Educación de la Universidad Nacional Mayor de San Marcos – UNMSM (Perú) y de la Universidad Federal do Rio Grande – FURG (Brasil). La investigación desarrollada fue cualitativa, realizada por medio de análisis documental. Fueron analizados documentos de las dos universidades participantes de la investigación, procurando verificar aspectos como objetivos para la formación de profesores, enfoque de formación, perfil profesional, la duración de los cursos, disciplinas desarrolladas y realización de prácticas pre profesionales. Es posible percibir después del análisis de ambos proyectos pedagógicos que procuran la formación de un profesional comprometido con el aprendizaje, para que sea un líder en educación con inicia...

This article presents a comparative analysis between the Pedagogical Projects of the initial teacher training courses of the Faculty of Education of the National University of San Marcos - UNMSM (Peru) and the Federal University of Rio Grande - FURG (Brazil). The research developed was qualitative, performed through documentary analysis. Documents from the two participating universities were analyzed, seeking to verify aspects such as objectives for teacher training, training approach, professional profile, duration of courses, developed disciplines and pre professional practice. It is possible to perceive after the analysis of both pedagogical projects that seek the formation of a professional committed to learning, so that it is a leader in education with initiative, creativity, with an integral vision of the educational sector and a solid theoretical and practical formation.

This article presents a comparative analysis between the Pedagogical Projects of the initial teacher training courses of the Faculty of Education of the National University of San Marcos - UNMSM (Peru) and the Federal University of Rio Grande - FURG (Brazil). The research developed was qualitative, performed through documentary analysis. Documents from the two participating universities were analyzed, seeking to verify aspects such as objectives for teacher training, training approach, professional profile, duration of courses, developed disciplines and pre professional practice. It is possible to perceive after the analysis of both pedagogical projects that seek the formation of a professional committed to learning, so that it is a leader in education with initiative, creativity, with an integral vision of the educational sector and a solid theoretical and practical formation.