Formação docente: reconhecimento dos saberes e os desafios no exercício da profissão.

Abstract

This theme of study focused on the theme "Teacher training: recognition of knowledge and challenges in the exercise of the profession", has as general objective: to understand the process of initial and continuing education, the knowledge and challenges in the teaching profession and by specific objectives: To identify the conceptions about initial and continuous training of teachers in the initial years, recognize the knowledge needed in the exercise of the teaching profession and characterize the challenges experienced in educational practice. In this research, we sought to investigate the following questions: What is the importance of initial and continuing education? What knowledge is necessary for teachers who work daily in the classroom to be able to face today's challenges? For the elaboration of this study, a bibliographic survey was initially carried out, based on the theoretical contributions of Puentes (2023), Santos (2018), Campos (2016), Tardif (2009), Franco (2008), Imbernón (2006), Nóvoa (2002), Pimenta (2002), among other scholars and researchers in the field of initial and continuing education and teaching knowledge. Then, a field research was carried out, with 05 (five) teachers of the initial years of the Elementary School, in a municipal school, located in the city of Pombal-PB. Data were collected from a semi- structured interview consisting of twelve questions. From the study, it was concluded that the training contributes to the development of the subjects' potentialities, qualifying them for their professional performance, in addition to re- signifying their educational practices. The teachers expressed the need for continuous training, as a result of the daily changes and transformations that occur in the educational scenario, which requires these professionals to be continuously and permanently updated. They consider teaching knowledge important, since it promotes subsidies to perform a quality pedagogical practice, forming and transforming the reality of classrooms, by using this knowledge in the construction of strategies that favor quality teaching. Finally, it is worth mentioning that initial and continuous training and diverse knowledge contribute directly to the process of re-signification of teaching practice and to facing the challenges of the teaching profession.