Formação continuada de professores nos anos iniciais do ensino fundamental: narrativas da prática profissional docente

Abstract

This study focuses on "Continuing Education for Teachers in the Early Years of Elementary School." The overall objective is to understand the continuing education of teachers working in the early years of elementary school and the contributions of this process to the development of theoretical and practical knowledge of the teaching profession. Specifically, it aims to: analyze the formative trajectories of teachers and their impact on professional learning; identify how professional learning is constructed in the daily practice of teaching; verify the perceptions of early years teachers regarding the impacts of continuing education on their teaching practice; and describe the challenges of daily school life and the role of continuing education in addressing them. The guiding question of this investigation is: How does continuing education for teachers working in the early years of elementary school occur, considering the contributions of this process to the development of theoretical and practical knowledge of the teaching profession? Based on the works of Freire (1996), Imbernón (2005), Pimenta (1999), Nóvoa (1992), Tardif (2021), and others, this research is methodologically qualitative (Minayo, 2001) and narrative (Connelly; Clandinin, 1995), conducted in three public schools in the municipality of Itacoatiara-AM. The data collection methods used were participant observation (Correia, 1999) and a memoir of teacher training and practice (Passeggi, 2023), carried out with three experienced teachers. Data analysis followed a comprehensive-interpretative approach, using Souza's (2014) narrative content technique. The results show that continuing education is an essential element for improving pedagogical practice, strengthening professional identity, and re-signifying teachers' knowledge. Continuing education directly impacts pedagogical practice by fostering the construction of experiential, relational, and reflective knowledge, allowing teachers to appropriate their practice as a legitimate space for the production of professional knowledge. Mobilized by the epistemologies of practice, teachers become protagonists of their own training, articulating experiences, theories, and narratives to promote more meaningful learning for both themselves and their students.