CONTINUING TEACHER EDUCATION IN BRAZIL: STATE OF THE ART OF THEORETICAL AND POLICY FOUNDATIONS FOR STRENGTHENING TEACHING
DOI:
https://doi.org/10.56238/arev7n10-111Keywords:
Continuing Education, Educational Policies, Teaching, State of the Art, Teacher Professional DevelopmentAbstract
This article analyzes the contemporary panorama of continuing teacher education in Brazil, emphasizing the theoretical and political foundations that support the strengthening of teaching. The study adopts a state-of-the-art method, seeking to identify, systematize, and discuss the main trends, conceptual approaches, and normative guidelines present in national and international scientific production between 2021 and 2025. The Scopus, SciELO, ERIC, and Brazilian Digital Library of Theses and Dissertations databases were consulted, using descriptors related to teacher education and professional development policies. Four central studies were selected for their theoretical and methodological relevance: Santos and Sá (2021), Santos and Alliprandini (2023), Silva (2024), and Carvalho et al. (2025). The analysis reveals that continuing education has been understood as a permanent and reflective process, focused on the integration of theory and practice, the pedagogical use of technologies, and the development of self-regulatory and socio-emotional skills. However, structural and political challenges persist, such as fragmented actions, discontinued programs, and insufficient integrated and sustainable public policies. It is concluded that strengthening teaching requires sustainable, contextualized, and participatory training policies that ensure real conditions for professional development and consolidate continuing education as a structuring axis of Brazilian basic education.
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References
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