TEACHER TRAINING AND IMPROVEMENT OF IDEB IN STATE SCHOOLS OF RIO GRANDE DO SUL: A BIBLIOGRAPHIC ANALYSIS OF THE KNOWLEDGE NECESSARY FOR TEACHING PRACTICE

Abstract

This article aims to analyze, through bibliographic research, which types of knowledge are essential for teacher training and performance in the face of the challenge of improving the Basic Education Development Index (IDEB) in state schools of Rio Grande do Sul. It is based on the understanding that the quality of education is directly related to investment in teacher education and the valorization of education professionals. From the analysis of authors such as Tardif, Perrenoud, Libâneo, and Freire, the importance of pedagogical, experiential, and organizational knowledge is discussed in shaping more effective teaching practices committed to the holistic development of students. The text presents a critical reflection on the role of public schools, the influence of external evaluation policies, and the need to resignify teacher education beyond technical parameters. It concludes that strengthening IDEB is intrinsically linked to building a teaching practice based on knowledge, listening, autonomy, and commitment to social transformation.