A importância da formação continuada para os professores dos anos iniciais do ensino fundamental.

Abstract

This work focused on the theme "The importance of continuing education for teachers in the early years of elementary school." Its general objective is to understand the significance of continuing education for teachers in these early years. The specific objectives include investigating the concept and fundamental principles of continuing education; identifying the challenges faced by professionals in pursuing continuing education; and verifying the impacts of continuing education on teaching quality. To this end, a bibliographic survey was conducted with authors who discuss the theme of continuing education, as well as the historical context of the institutionalization of schools, the establishment of the first institutions for teacher training, and perspectives related to the education of educators for the early years of elementary school. In this approach, we relied on authors such as Saviani (2008), Saviani (2010), Fernandes (2019), Tanuri (2000), Souza (2022), Soares and Soares (2017), among others. Additionally, exploratory field research was conducted, employing a qualitative approach, in which a questionnaire was designed for data collection with eight questions directed to teachers working in the early years of elementary school, specifically in the first, second, and third grades. This was done to understand the perspectives of teachers concerning continuing education and the challenges they face in their pursuit of continuous improvement. It was concluded from the research that teachers, despite the challenges, are consistently seeking training, in addition to recognizing that continuous education is essential in the educational environment due to its potential to significantly contribute to effective performance in the classroom, as well as to the teaching and learning processes of students and, more broadly, to society.