CONTINUING EDUCATION AND TEACHING KNOWLEDGE: PERCEPTIONS OF TEACHERS AND SUPERVISORS ABOUT PEDAGOGICAL PRACTICE

Abstract

This article presents the results of an empirical research on the continuing education and teaching knowledge of literacy teachers and supervisors in the municipal public network of Porto Velho-RO. The general objective of the study was to investigate how the continuing education of the Alfabetiza Porto Velho Program impacts the teaching knowledge and pedagogical practice of literacy teachers and supervisors. The theoretical framework is based on authors such as Tardif (2022), Gauthier et al. (2013), Gatti et al. (2019), Freire (1999), and Pimenta (2002), who discuss teacher professionalization and the articulation between theory, practice, and experience. The research was exploratory/descriptive, with a qualitative approach (Bogdan; Biklen, 1994), conducted thru semi-structured interviews with literacy teachers and questionnaires with supervisors. The data indicate that the Alfabetiza Porto Velho Program contributed to the improvement of pedagogical practice and teacher knowledge. However, there is a mismatch between the training content and school demands, hindering the integration between theory and practice. This scenario calls for continued training to be more dynamic and aligned with the school routine, as well as the appreciation of collaborative spaces among teachers. Despite its relevance, the program needs adjustments to expand and improve the teaching and learning processes in literacy.