Interfaces formativas entre a educação formal, não formal e informal: contribuições à formação docente a partir das vivências na Escola Sabatina

Abstract

This study analyzes the contributions of formal, non-formal, and informal education modalities to teacher training, taking as a reference the formative experiences recorded in the author's trajectory within the Seventh-day Adventist Church’s Sabbath School. The research challenges the hegemony of formal education as the exclusive space for knowledge production, highlighting the relevance of educational processes developed in non-school contexts. The study was conducted within the scope of the Institutional Program for Scientific Initiation Scholarships (PIBIC) and is grounded in a qualitative approach of a bibliographic nature. The primary methodological strategy consists of the analysis of a previously published experience report, revisited here through a new analytical lens. The theoretical framework is supported by authors who discuss education, teacher training, and educational modalities, such as Gohn, among other theorists in the field. The analysis demonstrates that the Sabbath School, characterized as a non-formal education space, presents systematized pedagogical practices that dialogue with formal education, while also promoting informal learning resulting from social interactions. It is concluded that the re-examination of the experience report confirms that educational processes in non-formal and informal settings play a significant role in the constitution of teacher identity, broadening the understanding of formative pathways and multiple learning contexts.