TEACHER EDUCATION AND THE RESIGNIFICATION OF PEDAGOGICAL PRACTICES

Abstract

This article sought to analyze how teacher education and professional development contributed to the resignification of pedagogical practices. The investigation adopted bibliographic research, a qualitative approach, a basic nature, and a descriptive-analytical purpose, using academic studies on continuing education, teacher autonomy, and changes in educational work as its analytical material. The reviewed studies showed that professional improvement became more consistent when connected to concrete teaching experiences and supported by favorable institutional conditions. It was also found that pedagogical innovation assumed different meanings: in some contexts, it expanded possibilities for participation, inclusion, and methodological revision; in others, it served accelerated adaptation, productivity, and control over teaching work. The results further indicated that practices grounded in collaboration, recognition of students’ specificities, and participation of the subjects involved showed greater formative coherence. It was concluded that pedagogical resignification occurred when education, autonomy, and institutional responsibility were articulated, enabling teachers to reconstruct their choices without reducing their work to the application of techniques or compliance with external demands.