The objective of this paper is to present the main challenges of the educational policies related to the initial training of educators, and some key elements of the updating and professional development systems for teachers in service. About initial training, it is necessary to achieve a balance between disciplinary training and mastery of didactic and pedagogical strategies for theirteaching, that is, to advance in the strengthening of curricular designs of teacher training programs focusing on the development of didactic knowledge of content. With regard to the systems of updating and professional development of in-service educators, the complexity of the system is emphasized, taking into account the diversity of teacher profiles and the wide variety of contextswhere teaching-learning processes are promoted. In this sense, the relevance of the pedagogical accompaniment of the educators in exercise is valued considering the analysis of planning and staging of the processes of teacher intervention through the consolidation of learning communities.