TEACHERS’ TRAINING NEEDS AND THE HTPC: REFLECTIONS ON THE ROLE OF PEDAGOGICAL COORDINATION IN CONTINUING EDUCATION

Abstract

This article discusses the training needs of Basic Education teachers and analyzes the Horário de Trabalho Pedagógico Coletivo (HTPC) — Collective Pedagogical Work Hour — as a privileged space for continuing education. Based on recent studies (Santini; Vedovatto; Guarda, 2020; Gonçalves; Chaluh, 2021; Araújo; Almeida; Alves, 2022; Perini; Barretto, 2024; Costa et al., 2023; Menezes; Silva; Oliveira, 2024; Freitas; Santos, 2022) and on authors such as Imbernón (2010), Nóvoa (1992), and Tardif (2012), the study highlights the role of the pedagogical coordinator as a mediator and trainer. It argues that although the HTPC is recognized as an opportunity for collective reflection, challenges still persist, such as the centralization of agendas and the fragile articulation between theory and practice. It is argued that identifying and addressing teachers’ training needs is essential to reframe continuing education within schools.