Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores

CONSOLIDATION OF DISTANCE EDUCATION AS A PUBLIC POLICY FOR TEACHER EDUCATION: SOCIAL, POLITICAL AND ECONOMIC CONJUNCTURES AND INFLECTIONS IN TEACHER TRAINING

Kerollayne CARVALHO, Paulo Fioravante GIARETA (Author) — Wed, 17 Dec 2025 00:00:00 +0000

This study presents a critical analysis of public policies on Distance Education (EaD) aimed at teacher education in Brazil. The objective was to identify and examine the main legal and regulatory instruments governing this modality, considering the evolution of legal frameworks and social, political, and economic contexts that have influenced them in recent decades. The research adopts a qualitative approach, using document analysis of legal and normative provisions that enable these policies. Initially, EaD was promoted as strategy to democratize access to higher education. However, regulatory flexibility favored the involvement of private higher education institutions, which came to dominate EaD teacher education processes. The policies were limited to regulating the provision of EaD for teacher education, without prioritizing the quality of the eduvation process or addressing the precariousness of teacher education and the teaching profession.

TEACHER FORMATION AND REFLECTIVE PRACTICE FROM AN INCLUSIVE PERSPECTIVE FOR PEACEFUL COEXISTENCE IN HIGHER EDUCATION

Ana Lúcia Oliveira AGUIAR, Stenio de Brito FERNANDES (Author) — Wed, 17 Dec 2025 00:00:00 +0000

This research, aims to understand the lived and redefined experiences of teaching formation, from an inclusive perspective as a reflective practice for peaceful coexistence in Higher Education. Qualitative approach anchored in (auto)biographical research as a research method based on the narratives of five teachers from certain careers, highlighting the Inclusion Policy of a university in Rio Grande do Norte. The results allowed us to highlight the barriers that our initial formation imposes on us, but they alerted us to overcome them through a review of ourselves and others through teaching in the face of sociability and inclusion practices, which prescribes the principles of respect for human diversity, considering the relevance of learning for peaceful coexistence in institutional spaces beyond the representations of Higher Education teachers at the university. We infer teaching work as possibilities for the formation process for the inclusion of students with disabilities.

“IT’S AN EXPERIENCE THAT I WANT TO RECORD IN MY LIFE” TEACHING AND CULTURAL TRAINING: A NECESSARY DIALOGUE

Giana Amaral YAMIN, Míria Izabel CAMPOS, Adriana Mendonça PIZATTO (Author) — Wed, 17 Dec 2025 00:00:00 +0000

The article is based on the principle that cultural experiences should permeate, longitudinally, the curriculum of teacher training. It presents cultural experiences lived in Pedagogy UEMS, Unidade Universitária de Dourados, Mato Grosso do Sul. As a methodology, evaluation reports written by the travelers were analyzed and their voices established a dialogue with authors who discuss teacher training and concepts of Historical-Cultural Psychology, including those of language, sense and meaning of the word. The voices of those who lived, felt and constructed emotions allow us to conclude that the art of feeling, reliving and reflecting should support teacher training, since it constitutes the profession and the construction of the teacher’s identity and can reverberate, together with other experiences that will come, in the work carried out with children.

CONTRIBUTIONS OF PIBID TO TEACHER PROFESSIONAL DEVELOPMENT

Marcos Paulo SILVA, Paulo Cezar de FARIA (Author) — Wed, 17 Dec 2025 00:00:00 +0000

Teaching work is widely studied from different theoretical perspectives. Within the scope of teacher training, there are studies on teaching knowledge experienced in different contexts. The Institutional Scholarship Program for Teaching Initiation (PIBID) contributes to the development of teaching knowledge, both in initial and continuing training. This program aims to strengthen teacher training at the higher education level and improve the quality of public basic education. From a case study perspective, this investigation sought to understand the knowledge acquired by PIBID scholarship recipients at UFSCar (Araras campus – SP) between 2018 and 2020. Using a qualitative approach, the portfolios developed by these scholarship recipients were analyzed; followed by a quantitative analysis using the Iramuteq software. It was found that the participants developed knowledge related to teaching practice, as well as an improvement in their teaching skills.

UNIVERSITY-SCHOOL RELATIONS IN TEACHER EDUCATION: WHAT DO THE PRODUCTIONS IN WG 8 OF ANPED (2015-2023) SAY ABOUT THAT?

Mateus Henrique do AMARAL, Jordi GARCIA FARRERO (Author) — Wed, 17 Dec 2025 00:00:00 +0000

This article analyzes the contributions of the productions from Working Group (WG) 8 - Teacher Education of ANPEd on the partnerships between universities and basic education schools, from 2015 to 2023. With a qualitative and bibliographic approach, the study adopts a state-of-the-art methodology. Of the 216 works identified, 10 were selected for analysis and organized into two axes. The results highlight the importance of the articulation between universities and schools for teacher education, emphasizing structural and conceptual challenges. Issues such as the workload of teachers and institutional obstacles to collaboration indicate the need to rethink more integrated and horizontal training models. The analysis of the WG works also suggests that future research should explore the contribution of these partnerships to continuing education, their integration with initial training, and the lessons learned from the practices and policies adopted.

SCIENCE THEATRE AND TEACHING KNOWLEDGES:CONTRIBUTIONS TO THE TRAINING OF FUTURE CHEMISTRY TEACHERS

Odilon José Ribeiro de FRANÇA, Welington FRANCISCO (Author) — Wed, 17 Dec 2025 00:00:00 +0000

Science theatre (ST) has been contributing both to access to scientific knowledge through science communication and to the training of teachers. Thus, this work aimed to investigate the contributions to the training of future Chemistry teachers who participated as members of the Triple Frontier Science Theatre project. The research relied on participatory research, and data production was carried out through the preparation of seven knowledge assessments made by the coordinators of the booths that complemented the theatrical performance. The results showed that the event contributed to the training of these future teachers, allowing the development of communication, interaction, and creativity skills, as well as the appropriation of new chemical knowledge and mastery of organization and strategic planning. Therefore, the ST has been demonstrating great potential in education, both as a strategic means of science communication and in teacher training through the breadth of pedagogical knowledge developed.

ANALYSIS OF EDUCATION FOR ETHNIC-RACIAL RELATIONS (ERER) IN PEDAGOGICAL COURSE PROJECTS OF BIOLOGICAL SCIENCES LICENTIATE PROGRAMS AT PUBLIC UNIVERSITIES IN RIO GRANDE DO SUL

Wed, 17 Dec 2025 00:00:00 +0000

This article, derived from a master’s research project, presents a documentary analysis of the Pedagogical Course Projects (PPCs) of Biological Sciences undergraduate programs, including course syllabi, from five public universities in Rio Grande do Sul, Brazil. The objective is to understand the inclusion and approach of Education for Ethnic-Racial Relations (ERER) in the documents guiding the training of science and biology teachers. Data collection was conducted in the first semester of 2023, and the applied methodology was documentary analysis combined with the content analysis method. The results revealed three categories of analysis. It is understood that the inclusion of ERER in PPCs is essential to ensure teacher training aligned with anti-racist education. Additionally, it highlights the importance of public debate and social participation in the development of PPCs and curricular frameworks.

VIOLENCE AND BULLYING IN THE INITIAL TEACHER EDUCATION OF STUDENTS AT A PUBLIC UNIVERSITY IN PARANÁ

Samara Maria PEREIRA, Pedro Henrique Carnevalli FERNANDES (Author) — Wed, 17 Dec 2025 00:00:00 +0000

The present article represents an excerpt from the study developed by Pereira (2025) in the Professional Master’s Program in Teaching, titled “Bullying and Initial Teacher Education at a Public University in Paraná”, linked to the Graduate Program in Teaching (PPGEN) at the State University of Northern Paraná (UENP). In this context, the aim is to reflect on how senior undergraduate students from teacher-education programs (Pedagogy, Geography, Mathematics, Languages, and Biological Sciences), offered by a public university in Paraná, understand violence and bullying within the scope of initial teacher training. The research was submitted to the Ethics Committee and approved under Report No. 6.532.478. One of the instruments used was a questionnaire, through which the research corpus was produced and later analyzed in the light of Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2016). In total, 49 pre-service teachers participated in the study, coded with the consonant “L” followed by a cardinal number: L1… L14. Considering that 66 students were enrolled in the investigated programs, the participation rate was 74%. The main findings indicate that the respondents demonstrated superficial knowledge regarding violence and bullying, as well as their connection to the school environment.

HISTORICAL-CRITICAL PEDAGOGICAL PRAXIS OF A TEACHER EDUCATOR IN BIOLOGICAL SCIENCES: ANALYSIS OF THE MOVEMENT FROM SYNCRETISM TO SYNTHESIS

Hinan Tsai SUN, Luciana Maria Lunardi CAMPOS (Author) — Wed, 17 Dec 2025 00:00:00 +0000

This study is part of a doctoral research project and aims to analyze the dialectical relationship between possibility and reality in the historical-critical pedagogical praxis of a teacher educator in Science and Biology, focusing on the movement from syncretism to synthesis as a foundational element of pedagogical praxis. The study is grounded in the theoretical-methodological framework of historical-dialectical materialism and historical-critical pedagogy. For data collection, a didactic proposal was designed, implemented, and analyzed in the context of a pedagogical course taught to a cohort of Biological Sciences teacher education students. The findings indicate the feasibility of implementing historical-critical pedagogical praxis by providing teachers with the necessary tools to develop new syntheses regarding the educational process. Moreover, the movement from syncretism to synthesis, mediated by analytical reflection, emerges as the most effective approach for realizing the foundational principles of historical-critical pedagogy.

NARRATING AND (OVER)LIVING IN TEACHING-LEARNING PROCESSES IN THE SCHOOL AND UNIVERSITY PARTNERSHIP

Wed, 17 Dec 2025 00:00:00 +0000

This paper presents a research-training developed in partnership between a public state university and a municipal school, both of Campinas, SP, which aims to enhance the production and systematization of knowledge about the arrangement of the pedagogical work, the fundamental practices and students learning within a collective framework. It involves the participation of teachers and students from elementary education, as well as teachers and students from the university, in a post-isolation context resulting from the COVID-19 pandemic. The theoretical-methodological framework is based on narrative and (auto)biographical approaches. The article is centred on the discussion the processes of teaching-learning, through the sharing of pedagogical narratives from teachers, carried out during biweekly meetings. The search for and the training in dialogue enhance the production and strengthen of alternative educational practices. It was funded by FAPESP and approved by the ethics committee.

PEDAGOGY STUDENTS’ SELF-EFFICACY FOR MATH TEACHING AND PERCEPTIONS OF THE SOURCES

Caroline de MORAIS, José Aloyseo BZUNECK (Author) — Wed, 17 Dec 2025 00:00:00 +0000

This study aimed to analyze self-efficacy beliefs for teaching math in the future in a sample of 513 Pedagogy students. Four sources contributing to the development of these beliefs during their teaching practicum include mastery experiences, vicarious experiences, verbal persuasion from teachers and physiological and affective states. Specifically, in this study, perceptions of these sources were examined to determine how well they correlate with and predict preservice teacher self-efficacy. Knowledge’s perceptions from the course were included. Results showed all four sources were strong predictors of preservice teacher self-efficacy for teaching math in the future, but knowledge’s perceptions was a negative predictor. Number of classes given in the practicum had differential effects on all variables. Implications for teacher educators are provided so as to find ways to strengthen preservice teacher self-efficacy for teaching math in their schools.

FOLLOW-UP PRACTICES: SHARING TEACHING IN NURSERIES

Wed, 17 Dec 2025 00:00:00 +0000

This work is an excerpt from an ongoing research that has as its object of study a training course offered to teachers at the beginning of their careers in nurseries linked to the Municipal Department of Education (SME) of Rio Claro/SP. The objective of the present work is to expand the knowledge of induction processes for teachers at the beginning of their careers and, specifically, to understand how the course provided the opportunity for the process of monitoring teachers at the beginning of their careers. It is a research sustained by the bakhtinian perspective of doing science that seeks to understand events from the point of view of comparison. As empirical material, we share the evaluation of the course carried out by the teachers. Monitoring processes, in the perspective assumed here, legitimize dialogue, the inseparability of practice-theory-practice, the sharing of practices and collective reflection, the valorization of the school daily life as a context of knowledge production and the partnership between school and a university.

NON-VIOLENT COMMUNICATION, CULTURE OF PEACE IN SCHOOLS AND CONTINUED TRAINING OF TEACHERS

Wed, 17 Dec 2025 00:00:00 +0000

This study is based on the following question: how have school institutions and the education professionals who work in them addressed violence? The general objective was to analyze the pedagogical practices adopted in response to the phenomenon of violence in the school environment, considering the importance of collaborative actions and ongoing teacher training in building a culture of peace, with a view to improving the quality of educational processes. The research adopted a qualitative approach of an exploratory nature, based on the dialectical method. Semi-structured interviews and participant observation were used as data collection techniques. The results indicate that school violence is a concrete, growing and urgent phenomenon, which demands interventions both by the government and through the implementation of new pedagogical practices aimed at promoting a Culture of Peace. In this context, it is evident that in-service training needs to be linked to the real demands emerging in schools, in order to foster collective reflections and effective strategies for confronting violence.

I LEARNED TO WORK ONLINE”: TEACHERS AND THEIR TRAINING IN EMERGENCY REMOTE EDUCATION (ERE)

Mon, 11 Aug 2025 00:00:00 +0000

Teacher training is a fundamental element for the quality of the teaching and learning process and for the professionalization of teachers. In this article, we present an excerpt from a study that investigated the consequences of Emergency Remote Education (ERE) on the teacher-student relationship. In order to understand and analyze the teachers' perceptions about the study topic, we chose to conduct narrative interviews and conversation circles with 15 teachers working in elementary school I in three different schools in a city in the interior of Minas Gerais (one municipal, one state and one private). Among other results, the data highlighted the relevance of teacher training, especially with regard to digital skills. Upon realizing the existence of these training gaps, the teachers embarked on a process of individual and collective self-training that enabled their reinvention as teachers.

ANTONIO SOBRAL’S PROJECTS ON EDUCATIONAL REFORMS IN CÓRDOBA AND THE HIGHER EDUCATIONAL SCHOOL FOR TEACHER TRAINING (ARGENTINA, 1930-1943)

María Cristina Vera DE FLACHS, Antonio SILLAU-PÉREZ (Author) — Mon, 11 Aug 2025 00:00:00 +0000

The paper analyzes the central proposals of the draft Organic Law of Primary Education formulated by Antonio Sobral, as deputy for the Radical Party in the Cordoba legislature in 1930. It was truncated as a result of the coup d’état that overthrew President Hipólito Yrigoyen and the serious economic crisis unleashed that same year. Later, Sobral’s educational reform program was promoted by Governor Amadeo Sabattini, constituting a central axis of the political confrontation between Sabbatinism and Catholicism in the second half of the 1930. It was cut short as a result of the coup d’état that overthrew President Hipólito Yrigoyen. Later, the educational reform program was promoted by Governor AmadeoSabattini, constituting a central axis of the political confrontation between Sabattinism and Catholicism in the second half of the 1930s. His proposals for change and educational ideas were grounded in a spirit of reform and moral idealism, while at the same time upholding the need for a humanist democracy and the development of an educational theory that would create free personalities. To carry out his project, Sobral used the contributions of pedagogues such as María Montessori (Italy), Ovidio Decroly (Belgium), Ángelo Patri (United States) and Juan Mantovani (Argentina) and the Brazilian Fernando de Azevedo. The work will also analyze the resistance generated against the project, particularly from Catholicism and its concretization years later with the opening of the Higher Normal School, although it was also rejected then.

RELATIONSHIPS BETWEEN SCIENCE, TECHNOLOGY, SOCIETY AND ENVIRONMENT IN TEACHER-TRAINING DEGREES IN NATURAL SCIENCES AT UNESP

Rodrigo Bastos CUNHA (Author) — Mon, 11 Aug 2025 00:00:00 +0000

Although the approach to the relationships between Science, Technology, Society and Environment has been consolidated as a line of research in postgraduate courses and in conferences specialized in teaching natural sciences, recent research indicates that this perspective is not always present in initial teacher training. This study aims to investigate the extent to which STSE relationships appear in teacher-training degrees in biology, physics and chemistry at Universidade Estadual Paulista. It is a documentary study, which has the course curricula as its corpus and uses the comparative method, having previous research on the presence of the STSE approach in initial teacher training at other universities as a parameter. The results show a significant reference to STSE relationships in summaries and in the bibliography of pedagogical subjects, manly in the Teacher-training Degree in Chemistry and the Teacher-training Degree in Physics.

INTEGRATING SCENARIO: THE INFLUENCE OF THE COMMUNITY OF PRACTICE IN THE SELECTION OF SOCIALLY RELEVANT TOPICS

Mon, 25 Aug 2025 00:00:00 +0000

The Integrative Scenario aims to reconfigure the school curriculum, connecting students’ learning to their reality through the debate of socially relevant topics. The objective of this research is to understand how the Community of Practice (CoP) selects topics of social relevance in the proposals for curricular reconfiguration and what are the contributions to the training of Chemistry teachers. The Focus Group technique was used to obtain information from the discussions that occurred in the process of planning the proposals, with three undergraduate students in Chemistry who participated in a CoP. The information obtained was analyzed through Discursive Textual Analysis, resulting in an emerging category: a) Communities of Practice and the Training of Chemistry Teachers: exploring topics of social relevance. The results highlight that education and the role of teachers are shaped by social contexts, and that the choice of topics guides the curriculum towards social justice.

TRAINING OF BIOLOGICAL SCIENCE TEACHERS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION: SCENARIO FOR THE PRODUCTION OF THESES AND DISSERTATIONS

Mon, 11 Aug 2025 00:00:00 +0000

This article aims to investigate the theses and dissertations indexed in the Capes Theses and Dissertations Catalog and the Brazilian Digital Library of Theses and Dissertations that address the training of Biological Sciences teachers from the perspective of inclusive education in the period from 2008 to 2024. The methodology presents a qualitative approach, configuring itself in a systematic literature review. Of the 76 works found, fifteen met the research criteria and were organized into three thematic axes. a) Distribution of scientific production in the national scenario; b) Debates on the curriculum of the training of Biological Sciences teachers and inclusive education; c) Conceptions of inclusive education. The results indicate that the training of Biological Sciences teachers for inclusive education faces challenges, from curricular adaptation to attitudinal change. Although scientific production is expanding, ensuring inclusion also depends on public policies and a transformation in socio-educational practices.

R.I.P. “3+1.” THE RESOLUTION 4/2024 AND THE NEW CONTEXT OF TEACHER EDUCATION REFORM IN BRAZIL: CHALLENGES AND POSSIBILITIES

Júlio Emílio DINIZ-PEREIRA (Author) — Mon, 11 Aug 2025 00:00:00 +0000

The goal of this paper is to discuss the current context of reform of initial teacher education programs in Brazil, following the approval of the Resolution 4/2024. This document will be analyzed and, whenever necessary, compared to previous Resolutions. In addition, six challenges for the implementation of this Resolution will be raised. And, finally, emphasis will be placed on the possibilities that the new Resolution allows us to do in terms of rethinking our teacher education models, highlighting the historic opportunity to bury the traditional “3+1” model and its variations that have persisted since the establishment of these programs. General principles for the reform of our teacher education programs and specific principles for the organization of practicum and student teaching in these programs, as well as an exercise in translating the current guidelines and these principles into a curriculum for a hypothetical 3,240-hour teacher education program will also be shared in this article.

THE OCCUPATION OF VIRTUAL TERRITORIES BY TEACHERS FROM BRAZIL AND COLOMBIA TO PROMOTE AN ANTIRACIST NATURAL SCIENCE EDUCATION

Denise Gonçalves da CRUZ, Natalino Neves da SILVA (Author) — Mon, 11 Aug 2025 00:00:00 +0000

This article analyzed how Afro-descendant teachers in Brazil and Colombia occupy virtual territories in search of teacher training for science education committed to racial equity. The research was conducted between September 2023 and December 2024 and included semi-structured interviews with six teachers participating in the virtual groups “Biologia Entre Nós” (Brazil) and “Enseñanza del África” (Colombia), as well as a bibliographic survey on the theme of virtual territories in the CAPES Journal Portal. Based on content analysis, three emerging categories were identified: (1) affirmation of Afro-diasporic identity; (2) sense of belonging and quilombagem; (3) and critical articulation between occupation of virtual territories and teacher training in science. The research showed that these virtual groups function as spaces for virtual quilombos, in which Afro-descendant teachers share their pedagogical doubts, build collective knowledge, and support each other in confronting racism in their fields of activity.

CONTINUING EDUCATION OF TEACHERS IN THE SÃO PAULO MUNICIPAL EDUCATION NETWORK IN THE CONTEXT OF THE IMPLEMENTATION OF THE CITY CURRICULUM

Carolina de Queiros Silva SOARES, Celso do Prado Ferraz de CARVALHO (Author) — Mon, 25 Aug 2025 00:00:00 +0000

he objective of this article is to analyze the continuing education policy offered to teachers in the São Paulo Municipal Education Network (RMESP) within the context of implementing the Currículo da Cidade. Based on a bibliographic and documental review, we discuss the challenges and trends in teacher training, relevant legislation, and educational public policies that guide pedagogical practice in RMESP. The study highlights the importance of continuing education as a strategy to consolidate a curriculum aligned with contemporary demands, emphasizing the advances and gaps in the implementation process of the Currículo da Cidade. The results indicate that for continuing education to be transformative, it is essential to ensure consistent public policies, integration across knowledge areas, collaborative spaces for reflection, and equity in access to training opportunities, in order to strengthen professional development and promote a more inclusive education aligned with current demands.

RESEARCH IN TEACHING PRACTICE: UNVEILING THE SAYINGS AND DOINGS OF PEDAGOGY COURSE PROFESSORS

Mon, 11 Aug 2025 00:00:00 +0000

This article aims to investigate the sayings and doings of teachers in the process of developing research projects by students of the Pedagogy program. It is grounded in theoretical frameworks that address the interface between research and teaching practice in the academic context. Using a qualitative approach, the study adopts the Pedagogical Action Research method and analyzes students’ responses to a questionnaire through Discursive Textual Analysis. The results show that research within teaching practice helps to unveil the ways in which teachers’ sayings and doings emerge and are mobilized in everyday educational settings. The teachers’ pedagogical action contributed to conceptual, operational, and relational learning on the part of the students. Furthermore, it made it possible to identify limitations that impacted the process of developing the projects, highlighting the need for further formative investment.

TEACHER’S PROFESSIONAL IDENTITY IN PRACTICE OF THE SOCIOLOGY DISCIPLINE

Wed, 02 Apr 2025 00:00:00 +0000

The research aimed to analyze how teachers trained in other areas create their professional representations and identities regarding the discipline of Sociology. To this end, a qualitative and exploratory investigation was used through a case study, whose data were collected through semi-structured interviews and participant observation. The results obtained demonstrated that the professional identity of teachers expressed in the subjects’ discourses is not conditioned by the discipline in which they are specialists, nor by the curricular component taught. That is, their identities emerge and differentiate themselves according to their own specificities as individuals and the different contexts in which their practices have developed throughout their professional careers, both in the school environment and outside it.

GUIDANCE ACTION IN THE TEACHING RESIDENCY: MENTAL EXHAUSTION AND THE TRANSPOSITION OF TEACHING WORK IN THE PANDEMIC

Ana Carolina Sabino dos SANTOS, Helena Maria dos Santos FELÍCIO (Author) — Wed, 02 Apr 2025 00:00:00 +0000

This article aims to discuss how the teaching activity of advising, within the scope of the Pedagogical Residency Program at a University in the South of Minas Gerais, was digitally mediated, focusing on the transfer of teaching to the residential environment and the challenges faced by advising teachers in this context. Furthermore, the multifaceted nature of the advising work and the significant implications that emotional aspects had on the advising process and on the well-being (or discomfort) of the university teacher are highlighted. The qualitative research, conducted through interviews with seven advising teachers and analyzed based on the assumptions of González Rey’s (2010) constructive-interpretative analysis, reveals that the pandemic intensified and made the work of advising teachers more complex. The invasion of the domestic space by teaching work generated challenges in reconciling professional demands with family and domestic responsibilities, impacting the well-being of advising teachers.

THE INITIATION INTO THE TEACHING CAREER AND THE IMPORTANCE OF INSTITUTIONAL RECEPTION: FEELINGS AND PERCEPTIONS

Dalvana Silva da GAMA, Ana Cristina Quintanilha SCHREIBER (Author) — Wed, 02 Apr 2025 00:00:00 +0000

The initiation into a teaching career is a period marked by challenges, adaptation, and the development of professional identity. According to Tardif (2002) and Huberman (1995), this phase involves a “reality shock,” where the teacher must integrate their theoretical training with school practice. The study investigated teacher reception at a federal institution in southern Santa Catarina, analyzing the perceptions of newly hired teachers. Interviews revealed feelings of disorientation and the need for a structured welcome program. It was found that the absence of a formal reception process affects both novice and experienced teachers. The implementation of institutional strategies that promote adaptation and continuous support can improve teacher integration and motivation, fostering their professional development.

POTENTIALS AND LIMITATIONS OF IMPLEMENTING INQUIRY-BASED SCIENCE TEACHING ACCORDING TO ELEMENTARY TEACHERS

Giovanni Scataglia Botelho PAZ, Solange Wagner LOCATELLI (Author) — Wed, 09 Apr 2025 00:00:00 +0000

This study aims to explore the conceptions and practices of 13 single-subject teachers from a public school in the city of São Paulo, seeking to understand the barriers and possibilities these educators face in developing investigative activities. The World Café methodology, a collaborative learning method that encourages the exchange of ideas among participants, was adopted for data collection. Discussions were conducted in small groups, allowing them to share their experiences and ideas about science teaching. The discussions were transcribed and analyzed based on content analysis. The results reveal that conceptual mastery remains a major obstacle for the participants, hindering reflection and the development of investigative activities. However, the teachers acknowledged the advantages of inquiry-based teaching, such as promoting scientific skills and less memorization-focused learning. The study indicates significant potential for implementing this approach, despite the difficulties.

TEACHER TRAINING FOR SOCIAL, EDUCATIONAL AND CURRICULAR JUSTICE: BETWEEN CHALLENGES AND POSSIBILITIES

Talitada Silva CAMPELO (Author) — Sat, 05 Apr 2025 00:00:00 +0000

This essay addresses the principles that underlie teacher training for social, educational and curricular justice, considering the contributions of Candau, Paulo Freire, Cochran-Smith and Zeichner on this topic. Starting from the concepts of equality and difference, correlated with the constructs of these authors, the text explores possible paths for training teachers who benefit from the diversity that invariably marks the school and that promote the confrontation of educational inequality that further condemns a significant portion of Brazilian society already deprived of its civil, social and human rights. Teaching is highlighted as an end-activity with the potential to emancipate subjects through pedagogical practices committed to contextualized and meaningful learning for all students in their potential. The purpose is to highlight how teacher training for social, curricular and educational justice is an inherent condition for the construction of an increasingly inclusive and democratic school.

HUMAN RIGHTS AND EDUCATION FOR ETHNIC-RACIAL RELATIONS: CONTRIBUTIONS TO THE POLITICAL DEBATE ON TEACHER TRAINING

Marcelo Donizete da SILVA (Author) — Wed, 09 Apr 2025 00:00:00 +0000

This article aims to analyze the production of research in education, its interconnection with educational theories, its developments in the discussion about human rights, its articulation with ethnic-racial culture in basic education and its contribution to the debate on teacher training. The proposed methodology will take into account qualitative bibliographic research on the theories that bring together the political and pedagogical proposal of the Science of Education to build the foundations of diversity, with regard to the history of African culture and its interface with Brazilian education. The theoretical framework is historical-critical and involves the areas of: Politics, Philosophy and History of the Education of Black People in Brazil. It is hoped that this work will contribute to the critical analysis of Teacher Training and African Cultural History in Brazil, from the emancipatory perspective of ethnic-racial relations and the critical analysis of education proposed by educational theories.

HOMENAGEM PÓSTUMA: IRIA BRZEZINSKI - PRESENÇA AUSENTE NO CAMPO DA PESQUISA SOBRE FORMAÇÃO DE PROFESSORES NO BRASIL

Wed, 17 Dec 2025 00:00:00 +0000

EM DEFESA DA FORMAÇÃO DE PROFESSORES COMO SUBÁREA DA EDUCAÇÃO NA ÁRVORE DE CONHECIMENTO DO CNPq

GT FORMAÇÃO DE PROFESSORES ANPED — Wed, 17 Dec 2025 00:00:00 +0000

v. 17 n. 36 (Jan-Dez-2025): Revista Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores (RBPFP)

José Rubens Lima JARDILINO (Author) — Wed, 17 Dec 2025 00:00:00 +0000