CONTINUING EDUCATION IN A FULL-TIME SCHOOL: NOTES ON A CASE STUDY

Abstract

The article offers the opportunity to reflect on the training of teachers working in a school which provides full-time education for the first five years of primary level and on whether such training is sufficient to provide teachers with a more complete training with their attendance at courses, lectures and training meetings, continuing training in service offered, thus, we will bring some notes on how these professionals perceive changes in their pedagogical practice. As the main issue, we highlight: how does the continuing education offered by the municipal education system change (or not) the teacher's practice? Nineteen teachers from a municipal school, located in the city of Niterói, Rio de Janeiro, have participated in the qualitative study. With regard to the research tools for gathering information, we used questionnaires with closed and open questions and semi-structured interviews, as well as observation of spaces (school and Municipal Education Foundation) to try to link policy and the teachers training practice, proposing a theoretical reflection and prioritizing a qualitative analysis. In almost its entirety, the participants reported that their initial training was insufficient to perform their function. Here we notice the need for exchanges and formative spaces that strengthen teachers to value their knowledge developed through their daily practices.