Formação e desenvolvimento profissional docente: desafios e perspectivas dos docentes atuantes em instituições de ensino de Aracaju/SE

Abstract

This study addresses the challenges in teacher education and the teaching profession, a central theme for the scientific community that necessitates reflective investigations into continuing education strategies adopted by school institutions and their contribution to teachers' professional development. This research aims to understand the continuing education strategies offered by educational institutions in Aracaju, Sergipe, Brazil, and their relationship with the professional development of teachers working in the final years of elementary school, considering the personal and institutional dimensions involved. To this end, it employs a qualitative and descriptive approach, utilizing data triangulation through an integrative literature review, questionnaires administered to 35 teachers, and interviews with 10 pedagogical coordinators. The data analysis is based on Flick's (2009) approach. The results indicate that the training strategies offered by schools are still largely discontinued, poorly contextualized, and focused on isolated actions. Furthermore, they reveal weaknesses in the institutional support for professional development, particularly regarding the planning, evaluation, and monitoring of these training programs. However, this investigation highlights the importance of collaborative learning among peers and teacher agency as positive and desirable elements for constructing more effective professional development pathways. In conclusion, the findings of this study contribute to the improvement of school policies and practices aimed at valuing the teaching profession and the continuous qualification of teachers.