Formação inicial e contínua e os saberes docentes: desafios vivenciados na profissão.

Abstract

The present study, entitled Initial and Continuing Education and Teaching Knowledge: Challenges Experienced in the Profession, aimed at discussing the process of initial and continuing training and the teaching skills required to practice the profession; characterize the challenges experienced in teaching work; to identify the conceptions of teacher education in the initial years and to reflect the importance of the teaching knowledge in the exercise of the profession. For the accomplishment of this monograph, a bibliographical survey was carried out, starting from the theoretical contributions of Campos (2016), Freire (2011), Franco (2008), Imbernón (2006), Ramalho (2004), Nóvoa (2002), Tardif (2002), Carvalho (1998), among other scholars and researchers in the field of initial and continuing training and teacher knowledge. A field survey was then carried out, with (three) 03 teachers of early childhood education and initial years of elementary education, in a municipal school, located in the city of Pombal-PB, data were collected from a semi-structured interview composed of eleven issues. From this study, it was concluded that the training contributes to the development of the potentialities of the subjects, qualifying them for their professional performance, in addition to re-signifying their educational practices. Teachers expressed the need for a greater incentive for ongoing training by the educational institution as a result of the daily changes and changes in the educational scenario, which requires these professionals to continuously and permanently update. They consider the teaching knowledge important, as they promote subsidies to perform a quality pedagogical practice, forming and transforming the reality of the classrooms, when using this knowledge in the construction of strategies that favor a quality teaching. Finally, it is worth mentioning that initial and continuous training and the various knowledge contribute directly, with the process of re-signification of teaching practice and in facing the challenges of the teaching profession.