Continuous training and teacher identity: considerations on the current context

Detalhes bibliográficos
Autor(a) principal: Sales, Maria Julieta Fai Serpa e
Data de Publicação: 2022
Outros Autores: Santos, Cícera Maria Mamede, Cavalcante, Maria Marina Dias
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843
Resumo: The reflections proposed in this article discuss the essentiality of continuing education for the improvement of teaching, highlighting the scenario currently experienced, which deserves considerations, extending the personal and professional implications. Meanwhile, the general objective was to discuss continuing education in relation to the possibilities of affirming a critical and solidary identity, observing the thread based on dialogue, criticality, solidarity and empathy, principles necessary for the conduction of genuinely pedagogical practices. In this context, the qualitative study was carried out in the light of theoretical support based on the premises mentioned above. The results pointed out that continuing education, in its various dimensions, expands, consolidates and re-signifies teacher education and reverberates, especially in the teacher identity, observing the data of the present reality with eyes turned to a more empathetic, dialogic and welcoming future.
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spelling Continuous training and teacher identity: considerations on the current contextFormação contínua e identidade docente: ponderações sobre o contexto atualFormação ContínuaIdentidade DocenteDesenvolvimento profissionalContinuous FormationTeaching IdentityProfessional DevelopmentThe reflections proposed in this article discuss the essentiality of continuing education for the improvement of teaching, highlighting the scenario currently experienced, which deserves considerations, extending the personal and professional implications. Meanwhile, the general objective was to discuss continuing education in relation to the possibilities of affirming a critical and solidary identity, observing the thread based on dialogue, criticality, solidarity and empathy, principles necessary for the conduction of genuinely pedagogical practices. In this context, the qualitative study was carried out in the light of theoretical support based on the premises mentioned above. The results pointed out that continuing education, in its various dimensions, expands, consolidates and re-signifies teacher education and reverberates, especially in the teacher identity, observing the data of the present reality with eyes turned to a more empathetic, dialogic and welcoming future.As reflexões propostas neste artigo discorrem sobre a essencialidade da formação contínua para o aprimoramento da docência, com destaque para o cenário vivido atualmente, o qual merece ponderações, alargamento das implicações pessoais e profissionais. Nesse ínterim, o objetivo geral consistiu em discutir a formação contínua no que se refere às possibilidades de afirmar uma identidade crítica e solidária, observando-se o fio condutor baseado no diálogo, na criticidade, na solidariedade e na empatia, princípios necessários para a condução de práticas genuinamente pedagógicas. Nesse contexto, o estudo qualitativo foi realizado à luz de suporte teórico balizado a partir das premissas supramencionadas. Os resultados apontaram que a formação contínua, em suas variadas dimensões, amplia, consolida e ressignifica a formação de professores e reverbera-se, em especial, na identidade docente, observando-se os dados da realidade presente com os olhos voltados para um futuro mais empático, dialógico e acolhedor.EdUECE - Editora da Universidade Estadual do Ceará2022-11-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-11Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-11Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-112675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843/7924Copyright (c) 2022 Maria Julieta Fai Serpa e Sales, Cícera Maria Mamede Santos, Maria Marina Dias Cavalcantehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSales, Maria Julieta Fai Serpa e Santos, Cícera Maria Mamede Cavalcante, Maria Marina Dias 2022-12-17T12:03:50Zoai:ojs.revistas.uece.br:article/8843Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-12-17T12:03:50Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Continuous training and teacher identity: considerations on the current context
Formação contínua e identidade docente: ponderações sobre o contexto atual
title Continuous training and teacher identity: considerations on the current context
spellingShingle Continuous training and teacher identity: considerations on the current context
Sales, Maria Julieta Fai Serpa e
Formação Contínua
Identidade Docente
Desenvolvimento profissional
Continuous Formation
Teaching Identity
Professional Development
title_short Continuous training and teacher identity: considerations on the current context
title_full Continuous training and teacher identity: considerations on the current context
title_fullStr Continuous training and teacher identity: considerations on the current context
title_full_unstemmed Continuous training and teacher identity: considerations on the current context
title_sort Continuous training and teacher identity: considerations on the current context
author Sales, Maria Julieta Fai Serpa e
author_facet Sales, Maria Julieta Fai Serpa e
Santos, Cícera Maria Mamede
Cavalcante, Maria Marina Dias
author_role author
author2 Santos, Cícera Maria Mamede
Cavalcante, Maria Marina Dias
author2_role author
author
dc.contributor.author.fl_str_mv Sales, Maria Julieta Fai Serpa e
Santos, Cícera Maria Mamede
Cavalcante, Maria Marina Dias
dc.subject.por.fl_str_mv Formação Contínua
Identidade Docente
Desenvolvimento profissional
Continuous Formation
Teaching Identity
Professional Development
topic Formação Contínua
Identidade Docente
Desenvolvimento profissional
Continuous Formation
Teaching Identity
Professional Development
description The reflections proposed in this article discuss the essentiality of continuing education for the improvement of teaching, highlighting the scenario currently experienced, which deserves considerations, extending the personal and professional implications. Meanwhile, the general objective was to discuss continuing education in relation to the possibilities of affirming a critical and solidary identity, observing the thread based on dialogue, criticality, solidarity and empathy, principles necessary for the conduction of genuinely pedagogical practices. In this context, the qualitative study was carried out in the light of theoretical support based on the premises mentioned above. The results pointed out that continuing education, in its various dimensions, expands, consolidates and re-signifies teacher education and reverberates, especially in the teacher identity, observing the data of the present reality with eyes turned to a more empathetic, dialogic and welcoming future.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8843/7924
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-11
Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-11
Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-11
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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