A FORMAÇÃO CONTINUADA PARA DOCENTES DA EDUCAÇÃO BÁSICA NO BRASIL: da organização estrutural às proposições legais

Abstract

The continuing education for teachers in Brazil has been the raw material for a considerable number of investigations and discussions regarding the Brazilian school environment, configuring itself as a panoramic theme of the main challenges to be overcome about the ongoing education of teachers in primary education, a crucial element for the achievement of quality schooling. We are dealing with a set of teaching activities acknowledge as continuous for the effective offer of consistent primary schooling, considering the structural organization in the face of legal propositions. This dissertation, elaborated from a qualitative/bibliographic analysis, descriptive of some theorists, aims to analyze the structural organization of the propositions about the continuing education of professionals in primary education in Brazil. The work was organized in four stages: an introduction in which the theoretical setting of the problem and our objectives are announced; a second, in which the continuing education of teachers in Brazil is discussed, having as its axis the theoretical and philosophical assumptions that support public policies, the theoretical philosophical conceptualization of ongoing training for teachers in Brazil, the methodological procedures in vogue in the last decade and the conceptual historicity of the term Teacher Education in the Brazilian Basic School. We will focus mainly on the conceptualizations and conceptions of Dourado, Frauches, Fagundes, García, Gatti, Gadotti, Pérez, Saviani, Keunzer, Krawczyk, among others; in a third stage, the conceptual theorizations of the National Education System, the setting of continuing education in Brazil and the current Educational Reforms are discussed in response to the question of what would be the implications of continuing education for teachers of basic education in Brazil. To sum up, it reflects on the inconsistency between educational plans and what occurs in practice: what happens calls into question the fulfilment of the claims described in the legal documents that constitute the foundation of Teacher Training, with old and well-known problems emerging compliance with public educational policies.