CONTINUING TEACHER EDUCATION IN EVIDENCE IN EDUCATIONAL RESEARCH: A LOOK AT THE STATE OF RONDÔNIA

Abstract

This article aims to analyze the continuing education of teachers, focusing on recent academic research conducted in Rondônia, highlighting its centrality in contemporary educational research. It is based on the premise that continuing education is a fundamental element for the professional development of teachers. Methodologically, this is a qualitative research study with a bibliographic approach, grounded in the analysis of recent academic productions (2020 to 2025) on the topic, including dissertations and theses. From the survey and analysis of publications, the study seeks to identify trends, recurring themes, and the main contributions of the literature, as well as the gaps that still exist in the field. The results show that continuing education has been widely discussed from different perspectives, highlighting approaches focused on reflective practice, the construction of teaching knowledge, and the articulation between theory and practice. Furthermore, there is a growing concern with public policies on teacher training and the need for programs that consider the specificities of the school context. However, research also points to significant challenges, such as the discontinuity of training programs, the fragility in the implementation of policies, and the gap between training proposals and the reality experienced by teachers. It is concluded that, although continuing education is prominent in educational research, there is still a need for further studies that contribute to its effective implementation as a meaningful and transformative practice in the daily lives of teachers.