CONTINUING TEACHER EDUCATION: BUILDING POSSIBILITIES FOR THE USE OF ACTIVE METHODOLOGIES

Abstract

This article discusses continuing teacher education as a space for building possibilities for the use of active methodologies in the school context. The objective of the study was to analyze how continuous training processes, situated in the reality of the school and guided by reflection on practice, can favor the adoption of strategies that broaden student participation and improve learning. The methodology adopted was bibliographic research, with the collection and analysis of works and documents on teacher professional development, reflective practice, and the fundamentals of active methodologies, organized into thematic axes. The results indicate that active methodologies are consolidated more consistently when continuing education goes beyond isolated actions and is organized as a journey, with monitoring, collaborative planning, and alignment between objectives, methodology, and evaluation. It was observed that methodological change also involves a change in teacher posture, requiring confidence to experiment, revise, and sustain mediating practices, without losing the link with the curriculum and the real conditions of the school. It is concluded that continuing education, when articulated with the pedagogical project and constructed collectively, favors the gradual and responsible implementation of active methodologies, contributing to more coherent, participatory, and meaningful practices.