SILVA, Ítala Rayane Campos.
Abstract:
This study aims to analyze how teachers learning in continuing education processes are contributing to
the improvement of pedagogical practice in everyday school life. The question proposed problem:
Because teachers learning in continuing education processes are contributing to the pedagogical
practice in everyday school life? This study was subsidized by referential the theoretical of concepts of
continuing education and its history of teacher education in Brazil. We adopted a qualitative
methodology, making it necessary a field of study during the period of June and July 2016. As a
methodological way for discussion of the data it is focused content analysis, based on the theoretical
assumption of Bardin (1977). The research is anchored in the theoretical contributions of authors such
as: Nóvoa (1977; 2001; 2002), Imbernon (2010), Dias (2012), Libâneo (2001), Marin (1995), Veiga
(2008) and some educational documents whose themes are related to formations of Teachers and
teaching practices. Defined as a subject for research is four (04) teachers who teach in two municipal
schools in Sousa - PB, where they work in kindergarten, as research tool we use A semi-structured
interview. The results showed that the continued formation processes are highly valued by all the
teachers interviewed for these teachers continuing education is something good and productive. The
teachers, in their speech, emphasized the positivity and the importance of learning developed in the
process of continuing education and of knowledge that are possible to acquire in this process, because
the diversity of teaching procedures used in training and methodological possibilities of teaching and
learning offered possible alternatives to improve their teaching practices and for their professional and
personal development. Thus, the processes continuing education contribute to the practice of teaching
in general, help the teacher acting as support, service, innovation and the pursuit of knowledge and
learning for the development of their teaching activities. From these formations the teacher can try to
overcome the difficulties encountered in the classroom, as well as deepen their theoretical knowledge
in this area, performing articulated work in the teaching / learning of their students.
