FORMAÇÃO CONTINUADA DE PROFESSORES: UMA REVISÃO INTEGRATIVA SOBRE O PERIÓDICO EDUCAÇÃO EM REVISTA

Wilder Max Vieira dos Santos; Rodrigo Rodrigues de Freitas

doi:10.1590/SciELOPreprints.12202

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Wilder Max Vieira dos Santos Universidade do Sul de Santa Catarina https://orcid.org/0009-0009-4940-9679
Rodrigo Rodrigues de Freitas Universidade do Sul de Santa Catarina

DOI:

https://doi.org/10.1590/SciELOPreprints.12202

Keywords:

Continuing teacher education, teaching practice, professional development, integrative review

Abstract

This article presents an integrative review with the objective of mapping and analyzing studies published between 2020 and 2024 in the journal Educação em Revista on continuing education for teachers in Brazil. The research was guided by the following question: how does continuing education contribute to the professional performance of teachers? Based on the analysis of eight selected articles, it was identified that continuing education has played a relevant role in qualifying pedagogical practices, strengthening professional identity and promoting inclusion. The studies reveal that teachers have sought to actively participate in training processes, especially those that consider school contexts and the specificities of teaching practice. However, challenges persist related to the institutional structure, the articulation between theory and practice and the effective application of acquired knowledge. It is concluded that continuing education, when developed in a critical, collaborative and contextualized way, can contribute significantly to the transformation of educational practice.