Teaching work and basic education: the in-between space of IFMG in teachers’ continuing education

Abstract

This study analyzed the role of IFMG Campus Congonhas in the continuing education of basic education teachers, considering its position as an "in-between space" it occupies. The main objective was to investigate the relationship between the institute and the local school community, identifying training demands and proposing integration strategies. The qualitative research combined a literature review, documentary analysis of municipal legislation and minutes from the Education Council, as well as field research using an online questionnaire and focus group interviews. The results revealed a predominantly female teaching profile, mainly from the municipal network and with training in pedagogy. An institutional void was identified, marked by the absence of records on continuing education and lack of IFMG representation in local bodies. A large portion of the sample had never participated in courses offered by the campus. The main barriers cited include work overload, lack of incentives, and institutional disconnect. Urgent needs emerged regarding training in digital technologies, inclusion of neurodivergent students, and literacy. It is concluded that IFMG needs to shift from a passive stance to an active research-action strategy, strengthening interinstitutional partnerships and offering flexible courses aligned with the real demands of teachers. Continuing education must be redefined as a policy of professional valorization rather than a bureaucratic obligation. As an educational product, a digital ecosystem was developed to enhance articulation between IFMG and its community, fostering a space for sharing and ongoing professional development, aiming to mitigate institutional isolation and boost the quality of public education in the region in a more effective, broad, inclusive, and sustainable manner.