CONTINUING EDUCATION FOR EARLY YEARS TEACHERS: KNOWLEDGE AND TEACHING PRACTICE IN THE AMAZON REGION OF PARÁ

Abstract

This article analyzes data from a formative diagnostic study applied to twenty-three teachers from the early years of elementary school in the municipal education network of a city in the interior of Pará. The study, situated in the field of Education, aims to understand teachers' knowledge and perceptions of their own practice, in light of Paulo Freire's thought. The diagnostic instrument encompassed dimensions related to initial and continuing education, the level of confidence in teaching content, the pedagogical strategies used, the difficulties faced, and expectations regarding continuing education. The data analysis reveals a teaching staff predominantly trained in Pedagogy (87%), with a positive history of participation in training, but which demands further development in active strategies, the use of manipulable materials, and pedagogical differentiation. Under the Freirean framework, continuing education is understood as a space for genuine dialogue, listening to teachers' voices, and the collective construction of knowledge—essential conditions for transformative praxis. The results point to the centrality of dialogue, experience, and contextualization as pillars of a truly transformative education.