CONTINUING EDUCATION OF BEGINNING TEACHERS: “SABERES EM DIÁLOGO” PROJECT CONTRIBUTIONS

• Autor(a) principal: Ferreira da Silva, Gilberto
• Data de Publicação: 2021
• Outros Autores: Aquino Machado, Juliana, Silva, Ana Paula da, Cristina da Silva, Juliana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/388
• topic: Formação Docente; Projeto Saberes em Diálogo; Inserção profissional Docente; Teacher Training; Saberes em Diálogo Project; Teaching professional insertion; Formación de profesores; Proyecto Saberes em Diálogo; Inserción Profesional Docente

The objective is to understand how teachers, with up to 5 years of professional insertion, perceive the effects of the continued education experienced and what contributions it is possible to derive from the experience for their professional qualification. The production of the data was supported by a questionnaire, applied to the group of educators participating in the Saberes em Diálogo project. The guidelines offered by hermeneutics-dialectics were used for the treatment of data. For the analysis and interpretation, contributions from the decoloniality. The study showed how much the insertion of new professionals in the teaching field presents itself as a field yet to be explored from the perspective of academic production and in the formulation of education public policies. In the perception of teachers, it was identified that the Saberes em Diálogo Project it contributes to the teaching insertion in the profession, stimulates the dialogue between peers and enables a better relationship with the Municipal Secretariat of Education.