CONTINUING EDUCATION FOR BASIC EDUCATION TEACHERS IN BRAZIL: POLICIES, PRACTICES, AND CONTEMPORARY CHALLENGES IN LIGHT OF THE BNC-FORMAÇÃO AND BNCC

Abstract

This study critically analyzes the policies and practices of continuing education for teachers in basic education in Brazil, based on a qualitative case study conducted at the Center for Arts and Physical Education (CAEF/UFRGS), part of the former National Network for Continuing Education of Teachers in Basic Education (MEC). The research, originally developed as part of a master's thesis, is updated here in light of recent guidelines that guide Brazilian educational policy, especially the National Common Core Curriculum (BNCC, 2017), the National Common Core for the Training of Basic Education Teachers (BNC-Formação, 2019-2020), and the goals of the National Education Plan (PNE 2014-2024). Based on discursive textual analysis and the theoretical framework of authors such as Nóvoa, Tardif, Imbernón, Marcelo, and Gatti, the limits and potential of teacher training policies and their relationship with the professionalization and valorization of teaching are discussed. The results highlight the need for continuing education programs that address the real demands of schools and promote reflective and collaborative practices, overcoming the still-predominant one-off and transmissive models. The study concludes that continuing education should be conceived as a state policy, linked to career development, professional development, and improving the quality of public education.