Formação continuada de professores: os saberes docentes na contemporaneidade

Abstract

Bearing in mind the need for teachers to approach the new emerging demands regarding knowledge and practices in the teaching scenario, continuing education is presented as an ally in teaching practice seeking a higher quality in education. In this context, this research addresses as an object of study the continuing education of teachers for teaching knowledge in contemporary times. The locus of this study took place at the College of the Military Police of the State of Tocantins, unit II, of the Secretary of Education of Tocantins and in the study of the data made available by the Regional Center of Studies for the Development of the Information Society - CETIC.BR (TIC Education). This research has as general objective to investigate the needs in the continuing education of teachers so that they can meet the demands of teaching in contemporary times. To this end, the specific objectives of this investigation propose: to identify emerging teaching knowledge in contemporary times, to raise records of continued training of teachers in the School Unit, and to compare the records of continued training of teachers of a School Unit with data made available by the Regional Center of Studies for the Development of the Information Society - CETIC.BR (TIC Education). The problem that guides the research is: what training do teachers need to meet the demands of contemporary teaching? For this, the research is descriptive and presents a predominantly qualitative methodology, based on the critical approach. For the generation of data, documents from the School Unit and open data - ICT Education - about the continuing education of teachers in contemporary times were used. This research is theoretically based on the author, teacher and educational thinker António Sampaio da Nóvoa, with articulation provoked by basic authors of education who prioritize science, technology and innovation in the context of continuing teacher training, such as Edgar Morin, Paulo Freire, Adolfo Vázques, Pedro Demo, Antoni Zabala, Philippe Perrenoud, Pimenta, and Gatti, among others. These authors contribute to the analysis and interpretation of the collected data, through content analysis and presentation of results. Furthermore, the results point out that, in order to production knowledge and useful practices for teachers, training is needed with a view to developing a proposal based on a critical, reflective and emancipatory basis, in line with the implementation of public policies aimed at continuing education of teachers. It is expected that the reader will be led to reflect on the relevance of continuing teacher education for teaching knowledge in contemporary times in a context of emerging demands in the educational environment. Finally, we believe in the expectation that the results listed in this object of study will contribute to discussions on the subject with a view to the development of constant training for teachers.