TEACHING HOW TO TEACH: REFLECTIONS ON BEING AN EDUCATOR

Abstract

This article aimed to analyze how continuing education can foster the development of pedagogical competencies in basic education teachers, considering contextual, sensitive, and structural aspects that influence teaching practice. The investigation focused on a critical understanding of continuing education as a process linked to professional experience, the teacher's subjectivity, and the institutional conditions that shape their performance. For this purpose, a bibliographic research was carried out, based on academic publications from 2023 to 2025, selected from Google Scholar, through the reading and interpretation of recognized authors in the field of education. The results indicated that continuing education, when guided by a situated, dialogical, and ethical perspective, significantly contributed to the qualification of teaching work, especially by valuing experiential knowledge, active listening, and the construction of formative bonds coherent with the school context. On the other hand, conceptual and structural obstacles were identified, such as the reproduction of technical models, disconnection from pedagogical practice, and precarious institutional conditions, which limited the effectiveness of formative programs. It was concluded that professional teacher development requires investment in integrated formative proposals, sensitive to local realities and grounded in expanded conceptions of competence.