A formação continuada de professores a partir de três perspectivas

Abstract

The present study is developed by an analytical bibliographical approach on three approaches, widely studied by Beninca (2002), that can guide the continued formation of teachers: the informal and spontaneous process, the search for continuing education courses and the method of pedagogical praxis, characterized by self-formation and collective formation. The objective is to analyze how each of these formative modalities comprises the pedagogical praxis of the teacher and poses as a possibility to qualify the exercise of the teaching profession. As support for our research approach, we will mainly use the studies of Beninca (2002), Bachelard (1996; 2001) and Favero and Tonieto (2010). We understand that a better understanding of these possibilities for continuing education can offer teachers possibilities to qualify teaching practices and to prospect new and better policies for this purpose.