Os desafios e potencialidades da (auto) formação docente

Abstract

This article aims to reflect on the relevance of the teacher to look at himself as a person in constant formative construction, as well as to be aware of his self-formative responsibility, aiming to qualify to follow the paths of teaching and learning guided to professional development. folks. This article aims to discuss in the light of the literature the conception of being a teacher: its potentialities in its (self)formation. As a methodological foundation, it is based on a literature review. We sought through the CAPES portal theses and dissertations that reverberate the theme proposed here. In the theoretical construct is given the importance and social relevance of this debate in order to encourage and lead the critical reflection of the teacher in his commitment to (self)formation, realizing the potentialization of the pedagogical practice of this professional in his daily life in the school environment. We conclude by holding that the (self) teacher training enables the protagonism of the teacher in the sense of allowing for a critical, reflective training and continues not only exhaustive in undergraduate courses, but that this search allows him to go beyond the systematic traditional training.