Formação continuada do professor: a reflexão como elemento da transformação das práticas pedagógicas

Abstract

This article is based on a part of a broader research entitled “Literacy, Training and Organization of Pedagogical Work: intertwining challenges and possibilities in the cycle”, linked to the Carolina Maria de Jesus Nucleus: research and extension in Popular Education, Agroecology and Literacy from the Working Class, from the Teacher Training Center (CFP), from the Federal University of Recôncavo da Bahia (UFRB). It aims to identify the formative trajectory of literacy teachers and their perceptions about the training carried out in the context of the Pacto Bahia and Pnaic programs, in addition, it aims to understand the impacts of the training actions carried out as an intervention action by the researchers. In the methodological scope, the research is based on the qualitative approach, having as data production devices the participant observation and the semi-structured interview. The results reaffirm the need to guarantee space for continuing education, since the training actions carried out allowed greater autonomy for the teachers, as the need for teachers to research their own practices was provoked in order to seek an answer to the challenges posed daily.