FORMAÇÃO CONTINUADA E A IDENTIDADE PROFISSIONAL DOCENTE

The article is an excerpt from the Master's research, which aimed to identify and analyze the theoretical and methodological assumptions for guiding the proposals for continuing education of teachers, offered by the Municipal Department of Education, in two Elementary Schools I, in a city in the interior of São Paulo and their reflexes in the teaching action. The theoretical contribution was of a historical-cultural nature (Bakhtinian); it is a qualitative investigation, configured as a case study, with documentary analysis and semi-structured interview, involving three teachers, two pedagogical advisors and a director, covering a total of six direct participants. The analysis of the data collected from the documents and the interviews was done through the theoretical process of triangulation, content analysis and semiotic analysis of historical-cultural interpretation (bakhtinian) of the speeches of the interviewed professionals. The results showed that the teacher education process does not occur in a dialogical and ambivalent way, based on cultural development, through interpersonal and intersubjective relationships, as emphasized by the historical-cultural theory. The present research enables a critical-reflexive review of the continuing education practices offered by the researched municipality, and by extension, it may serve as an object of confrontations with other contexts of teacher education in other Brazilian municipalities