Formação continuada de professores dos anos iniciais: relação entre teoria e prática.

Abstract

We understand that training is of paramount importance to the work of teaching, whether initial or continued, this process aims to improve based on the associated theoretical knowledge in practice, such a device provides the exchange of knowledge and the exchange of experiential experienced by teachers in exercise, it is noticeable transformations in the understanding and practice of the educational process in order that the teaching track changes of a globalized world in which we live. Therefore, this paper aims to analyze the conceptions and practices of continuing education offered to teachers of the early years in São João do Rio do Peixe - PB. Therefore, a qualitative study of exploratory descriptive type was developed. The audience selected for the survey were teachers participating in the continuing education offered in said county, for data collection was used as a technique to semi-structured interviews and analysis of the data was done by the presentation and discussion of the speeches. The theoretical framework was based by some authors between them stand Freitas (2007); Paiva (2003) Novoa (2002); Soares (2000); Andre (1995). In this sense it was paramount to reach a consensus that the continuing education applied in the municipality have contributed to the construction of professional identity acquired in teaching practice of teachers of the studied reality.