CONCEPÇÕES E MODELOS DA FORMAÇÃO CONTINUADA DE PROFESSORES: UM ESTUDO TEÓRICO
Abstract
This article aims to understand the conceptions, models and dimensions of continuing teacher education. This research constitutes an integral part of my doctoral thesis, whose title is "Continuing teacher training centered on school needs: teacher perceptions of improvement of pedagogical practice" research is still ongoing. The study is based on a bibliographical research where books, theses, dissertations, articles of specialized journals were analyzed to consolidate the discussion about the different conceptions, models and dimensions of the continuous formation of teachers (Nunes, 2000; Hunger, 2013, Gatti, 2008, Candau, 2008, Prada, Freitas and Freitas, 2010; Silva, 2000 and Ribeiro, 2005 among other researchers studying such an object). The continuous formation of teachers along the historical trajectory of Brazilian education has taken on different connotations, constituting a field of research in the Brazilian context, the great scientific production in which different theoretical-methodological approaches are prioritized. The study finds that the conceptions, the models and the dimensions of the FCP reflect the historical moment of the society and hardly their definitions are in pure state in the schools, because the criterion of truth is the praxis.
Key words: Continuing education. Conceptions. Models.
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