Furter/continuing education in full-time schoolls: narratives of possibilities for teaching practice

This article studies possibilities for the further/continuing education of teachers who work in full-time schools. It aims to dialogue with the narratives of teachers who work in elementary education of a full-time school on the processes of further/continuing education. Their considerations present perspectives for the construction / reconstruction of practices that include reflection on teaching. The research is qualitative and consists of a case study. It interprets data by using the technique of content analysis, and its theoretical reference includes discussions that emphasize teachers' practice and further/continuing education (LIMA, 2001; PIMENTA 1994; LIMA, 2005; PIMENTA, 2012). It bases a theoretical perspective that highlights integral education as the extension of daily time at school in different ways (CAVALIERE, 2002, 2004, 2007, 2009).