EVALUATION OF CONTINUING EDUCATION PROGRAMS: IMPACTS ON TEACHING PRACTICE AND THE QUALITY OF PUBLIC EDUCATION

Abstract

This article aimed to analyze the impacts of continuing teacher education on teaching practices and the quality of public education, based on bibliographic research. The main objective was to understand whether the training programs offered to teachers in public education networks are capable of effectively transforming pedagogical practices and strengthening the educational process. The methodology adopted was based on the analysis of books and academic articles in Portuguese, published in recent years, considering authors who discuss teacher education, professional knowledge, and educational policies. The results indicated that, although training programs are frequent, many of them remain disconnected from the school reality, which compromises their effectiveness. It was also observed that training designed with active listening, participatory methodologies, and alignment with the school context generates more significant impacts. It is concluded that, beyond technical content, continuing education must be built in dialogue with teachers, respecting their contexts, experiences, and real needs.