Saberes da formação continuada a partir da narrativa docente: avaliação dos avanços e desafios na rede municipal de Fortaleza (CE)

Abstract

The training of basic education teachers is a recurring topic on the agenda of Brazilian educational policies, especially since the enactment of the Law of Guidelines and Bases of National Education (Law No. 9,394/1996), which established initial and continuing education as requirements for the exercise of teaching. This dissertation evaluates how the knowledge derived from the continuing education promoted by the Municipal Education Network of Fortaleza has been incorporated by teachers from two municipal public schools into their pedagogical practices. The study has the following specific objectives: to investigate the current teacher training policy of the municipal network; to analyze, from the teachers’ perspective, the relationship between theory and practice in pedagogical work; and to reflect on how formative knowledge is incorporated into lesson planning and teaching practice. It is theoretically grounded in Freire (1996), Martins (2007), and Saviani (2009), drawing on historical-critical pedagogy and legal frameworks such as the LDB and the national guidelines for teacher education. Qualitative in nature, the research was based on direct observation and semi-structured interviews conducted between 2024 and 2025, using content analysis as the procedure for interpreting teachers’ narratives. The results indicate that although teachers recognize the importance of continuing education, its effectiveness is limited by structural and ideological factors, such as the fragmentation of public policies and the neoliberal rationality that permeates educational systems. It is concluded that teacher education must be understood as a critical and emancipatory process, aimed at overcoming the dichotomy between theory and practice and at strengthening educators’ protagonism in building a public education system grounded in social quality.