CONTINUING EDUCATION OF TEACHERS IN THE EARLY YEARS: THE RELEVANCE OF TEACHING KNOWLEDGE AND ITS RELATIONSHIP WITH LITERACY PRACTICES

Abstract

This article addresses the knowledge necessary for teachers to effectively play their role in the literacy process, while at the same time reexamining the conditions of continuous training, with the purpose of cultivating a pedagogical practice that is an autonomous, critical, reflective and responsible practice. This research aims to discuss the impact of continuing education of teachers in the early years of literacy and teaching knowledge, investigating how this knowledge acquired in continuing education contributes to the meaningful learning of children. To this end, a qualitative, descriptive and bibliographic research was carried out used for the development of this work. The theoretical framework is based on authors such as: Arena, (2021), Gatti (2016), Imbernón (2011), Jolibert (1994), Paulo Freire (2005), Smolka (2012), among others. The results of this study reveal that continuing education can, in fact, have a significant impact on the quality of literacy education. Teachers who participate in continuing education programs have improved a greater mastery of practical teaching strategies and a deeper understanding of students' needs.