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Continuing teacher education: interfaces between the meanings of public in-service training policies and the personal meaning for teachers.

Grant number: 23/13410-4
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Effective date (Start): May 01, 2024
Effective date (End): April 30, 2025
Field of knowledge:Humanities - Education - Specific topics in Education
Principal Investigator:Tamyris Proença Bonilha Garnica
Grantee:Brenda Franco
Host Institution: Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). Campus Sorocaba. Sorocaba , SP, Brazil


Historically, the struggle around the continued training of in-service teachers has been arduous, marked by discontinuities and resistance to the pressures of the capitalist-neoliberal system, whose rationality is based on individualization, competitiveness, meritocracy and emphasis on results that meet the interests of the public. Marketplace. Continuing training is a process that occurs permanently and constantly, interrelated to initial training, and must aim to articulate the production of scientific, pedagogical, ethical and political knowledge necessary for human development, the exercise of autonomy and teaching activity. Based on these premises, the proposed research aims to analyze the continuing teacher training actions carried out in service in the municipal network of Sorocaba (SP) and their interfaces with teaching activity, taking into account the meanings and meanings engendered from them. Through interviews and forms involving educational managers, schoolchildren and teachers working in elementary school I, data will be produced and analyzed in light of the literature review on the topic and content analysis, with open thematic categorization. It is expected that the research results will allow us to identify the theoretical-methodological approaches of these trainings and their effects on teacher subjectivation processes, in order to contribute to the development of actions and programs of continued in-service training that correspond to the needs of teachers. , based on strengthening the collective and which can effectively promote their cognitive, affective and professional development.

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