PEDAGOGICAL QUALIFICATION AS A FOCUS ON TEACHER TRAINING AT THE DEPUTY FRANCISCO MONTE ELEMENTARY SCHOOL I IN TAPERUABA – SOBRAL – CEARÁ

Abstract

This text presents reference considerations aimed at analyzing the perspectives surrounding teacher training today. From a dialectical-reflexive perspective, it discusses the concept of training in the educational field. It articulates assumptions between theory and practice and also addresses an overview of training from a reflective perspective. The methodology involved a study of theorists such as Freire (2008), Garcia (1999), Gatti (2008), Lipovetsky (1997), Lüdke (2001), Pimenta (1994), Sacristán (2000), and Teixeira (2007). It also includes a survey of teachers at the Deputado Francisco Monte School to gather evidence on the topic. The Deputado Francisco Monte School presents a positive reality, where teachers recognize the importance of continuing education for pedagogical qualification. However, it is emphasized that teacher training is not the sole solution for the professional qualification of teachers. It is essential that teachers are also researchers, critical and reflective, capable of analyzing and finding solutions to difficulties, in addition to guiding the reading of the world in a critical and reflective way.