The discussion about the so-called “Teachers’ ENEM” reignites a central issue for public education: how to select, train, and develop teaching careers in a context of teacher shortages, new competencies, and increasingly complex demands. This panel analyzes what is at stake—entry criteria, initial training, national exams, professional development, recognition, career advancement, and quality metrics. The discussion challenges administrators and policymakers to reflect on how to build a model that is fair, attractive, consistent, and capable of strengthening the teaching profession in the country. It is a direct debate on merit, equity, career paths, and the future of public education.