FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES EM TRÊS LAGOAS – MS: POLÍTICAS, PRÁTICAS E PERCEPÇÕES DOCENTES

Abstract

This study aimed to analyze the policies and practices of continuing education for literacy teachers in Três Lagoas-MS, combining an analysis of national and municipal normative documents, theoretical frameworks such as Imbernón (2004; 2010), Gatti (2008), Libâneo (2017), and data from semi-structured interviews with teachers from the literacy cycle. The study showed that, although teachers recognize the importance of training and value continuous and dialogue-based initiatives, challenges persist related to the prevalence of a training conception “for” teachers rather than “with” teachers, which is in disagreement with educational theories and guidelines. The research findings also indicate the urgent need to strengthen teacher listening and participation processes, create support and monitoring mechanisms, as well as consolidate the school as the central space for training, making the continuing education policy more effective and contextualized