Continuous training of basic education teachers: the need for a critical-emancipatory reflection to resonate

Abstract

Work arising from the discussions of the subject Teacher Training and Teaching Professionalization: programs, processes and pedagogical practices of a Graduate Program in Education at a Brazilian university. We start from the research problem: do continuing education favor the development of critical-reflective thinking in teachers at school?. As a general objective: to analyze the perception of Basic Education teachers about critical reflection of their professional work resulting from continuing education. We carried out a descriptive, bibliographical and documentary research with a qualitative approach based on the works of Alarcão (2003), Candau (2003), Freire (1989, 2010), Nóvoa (2019), Prada (2010), Zeichner (2008), among others. . According to the results of the research, the importance of critical-emancipatory reflection was verified and how it impacts on pedagogical knowledge and actions. Schools still do not follow reflective thinking, leaving gaps in continuing education and in the development of an emancipatory praxis. It should offer training with themes based on a demand arising from teachers and not imposed vertically, as they do not have significant effects.