Formação inicial e contínua de professores e os saberes necessários a sua prática diante dos desafios atuais.

Abstract

Nowadays, it is increasingly necessary to discuss initial and continuing education and teacher knowledge, as a way of rethinking pedagogical practice in the face of everyday challenges. This theme was chosen with the purpose of broadening the knowledge about the subject and better understanding the relevance of the teaching knowledge and the challenges of the profession. Thus, this study aimed to reflect on the importance of initial and continuing training, as well as investigate the conceptions of initial and continuing teacher training, discuss the importance of the knowledge needed for teachers' practice, identify the main difficulties teachers face in the training process The challenges of the profession. For that, an exploratory research was carried out to better clarify the theme, followed by a field survey conducted with 4 (four) teachers from the first years of elementary school, from a municipal school in the city of Barro-CE. A semi-structured interview with 9 (nine) questions was used as data collection instrument. The data were analyzed from the lectures of the teachers doing the theoretical mediation with authors like Franco (2008), Imbérnón (2006), Nóvoa (2002), Pimenta (2007), Tardif (2008), among others. The results pointed out the many difficulties experienced by the teachers, such as the absence or lack of availability of other professionals to replace them during training, lack of time to participate in training, non-partnership between family and school, among others. This situation points to the importance of initial training and the need for continuous training as a possibility to build new knowledge to face the teaching challenges, as well as to re-significate the knowledge necessary for the educational practice.