The reflective, critical and post-critical theoretical perspectives have influenced the field of teacher education and educational research produced by different universities of the state of Santa Catarina. this study therefore focuses on the eleven stricto sensu Postgraduate Programs (Masters and Doctorate) in Education, recognized by CAPES (UFSC, UNIVALI, UDESC, UNIVILLE, FURB, UNOESC, UNESC, UNISUL, UNOCHAPECÓ UFFS, UNIPLAC), and investigates how these perspectives cross their curricula, and form part of the curricula of the disciplines offered, the lines of research, and what this reveals about teacher education. The investigation was developed based on an analysis of CAPES 2009 documents, relative to the Triennial Assessment of 2010, as well as documents and information available on the websites of the Programs investigated. The results showed a predominance of critical and reflective perspectives, a factor that led us to investigate the construction of a new theoretical view, in which all perspectives are considered, since this view would produce effects in educational research and theory.