TRAINING OR TRAINING?: THE DISCOURSE OF INNOVATION AND TEACHER EDUCATION

In our research, we have observed the circulation of the material form of innovation imbricated in the pedagogical discourse, which has worked in the construction of evidences of the sense and determined the laws and documents that rule brazilian education. The teaching formation does not escape these determinations. In this sense, this work aims to understand the discursive functioning of educational innovation within the proposals for continuing education for new high school teachers. as a methodological approach, we delimit the research in the state of santa catarina, using materials formulated by the department of education to constitute our analysis archive. The selected materials correspond to 2017-2020, period that contemplates the debates and decisions about a new high school format in brazil and that coincides with crises of different orders in the country. Theoretically, the research is based on the franco-brazilian discourse analysis, from authors such as Michel Pecheux and Eni Orlandi. As partial results of the analyses, we saw that external demands to education - economic and international organizations - determine their practices, wich are reflected in the proposals for continuing teacher education.