The voices of elementary school teachers about continuing education: between needs and desires

Authors

DOI:

https://doi.org/10.5902/1984644489549

Keywords:

Continuing training, Training needs, Basic education

Abstract

This article presents the results of a study conducted in the field of Teacher Education, examining continuing education processes in Brazil. The qualitative research involved administering a questionnaire composed of open- and closed-ended questions, available on the Google Forms platform, to elementary school teachers from the state education system in 17 Brazilian states. In addition to its qualitative nature, it also incorporates a bibliographical and documentary approach, articulated with the questionnaire composed of open- and closed-ended questions. The data were analyzed using Discursive Textual Analysis (DTA), which, in its three stages, allowed for the unitarization, categorization, and construction of interpretative metatexts. Participants' responses were unitarized into units of meaning, classified into subcategories, which were then systematized into broader thematic categories, enabling an understanding of their interrelationships. This article presents educational changes as drivers for training needs. Thus, the aim is to present the emerging educational desires and needs identified in educational changes, connecting them with legislation and literature on continuing education. The participating teachers' responses highlight the need for continuing education that is redefined by establishing a dialogue between educational needs and desires, with a perspective on education within the school context. By strengthening continuing education, teachers take a stand and become protagonists of their professional development, creating a cycle of belonging and engagement with educational challenges and the fight for rights, ultimately improving education.

Author Biographies

Clei Cenira Giehl, Universidade Regional Integrada do Alto Uruguai e das Missões

Master's student in Education at the Universidade Regional Integrada do Alto Uruguai e das Missões, focusing on the research line "Educational Processes: Teacher Training, Knowledge, and Practices" - GPPE. She holds a degree in Languages - Portuguese, English, and their respective literatures from the Universidade Regional Integrada do Alto Uruguai e das Missões (2010) and a degree in Pedagogy (2019). She has completed the following Lato Sensu specializations: School Supervision (2022), Institutional Psychopedagogy (2022), Specialized Educational Support (2021), Cultural Management, Development, and Market (2015), and Discourse Analysis - Discourse and Its Interfaces (2012). She is currently a Portuguese and English teacher for the state of Rio Grande do Sul. In addition to teaching experience, she also has expertise in cultural management.

Luci Mary Duso Pacheco, Universidade Regional Integrada do Alto Uruguai e das Missões

Ph.D. in Education from Universidade do Vale do Rio dos Sinos (UNISINOS-2010). Master's degree in Education from Universidade Federal de Santa Maria (UFSM-2002). Specialist in Psychopedagogy from Universidade Regional Integrada do Alto Uruguai e das Missões (URI-1999). Bachelor's degree in Pedagogy from Universidade Regional Integrada do Alto Uruguai e das Missões (URI-1997). Currently, she is a professor at Universidade Regional Integrada do Alto Uruguai e das Missões, teaching in the Pedagogy and Law programs. She is also a professor and Coordinator of the Graduate Program in Education (PPGEDU) - Master's and Doctorate in Education, at the same university. She served as the representative for the Humanities area at the Frederico Westphalen Campus and as Head of the Humanities Department at URI from 2014 to 2018. She leads the Research Group: Ibero-American Network of Studies in Teaching, Emancipation, and Educational Law - RIEDEDE. She is a member of the RIIDE International and President of the RIIDE Committee - Brazil - International Network for Educational Law Research. She is a member of the Research Ethics Committee at URI Frederico Westphalen Campus. Ad-Hoc Reviewer for the URI Journal of Human Sciences, the Brazilian Journal of Pedagogical Studies - RBEP and Em Aberto, both from INEP, the Journal of Research Acts in Education from FURB, the Journal Perspectiva, URI, and the Journal Education and Contemporary Culture - REEDUC from Universidade Estácio de Sá, and the Journal Education and Reality from UFRGS. She is the Editor of the Pedagogy in Dialogue Journal at URI. She has experience in the field of Education, with an emphasis on Teacher Training, focusing primarily on the following topics: pedagogical practice, teaching-learning, educational management, teacher training, and rural education.

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Published

2025-10-01

Issue

Educação, v. 50, 2025 – Jan./Dez. – Publicação contínua

Section

Continuous Demand

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