O ideário pedagógico da formação continuada de professores: reflexões sobre a epistemologia da práxis

Abstract

This article seeks to situate the pedagogical ideas about the continued training of teachers constructed by authors of national and international from the last decade of the twentieth century, when emerge in the globalized world formative models based sometimes in theoretical technical-instrumental, other times in historical- -critical concepts. Such models and conceptions have not escaped the scrutiny of scholars whose analyses have helped to remove the under conceptualisation and theorisation of the field of continuing training of teachers. The theoretical framework for the analysis of this ideology lies in the bibliographical research for which reputed authors such as como Candau (1996), Marin (1995), Nóvoa (1991a, 1991b), Canário (1995, 1998), Zeichner (2010), Pansardi (2011), Escudero, González and Rodriguez (2013), García-Gutierez (2016), among others, express a conceptual framework that is diverse, but not antagonistic, about the epistemologies about the continued education of teachers. Thus, we can say that this pedagogical perspective, of certain degree of consensus, advocates an epistemology of the practice of continuous training of teachers as a way to expand the quality of learning opportunities of teachers throughout the teaching career.