CONTINUING EDUCATION: CONTRIBUTIONS FOR THE TEACHING PRAXIS OF THE PRIMARY SCHOOL TEACHER

This article is an excerpt from of the discipline Pedagogical Foundations and Teaching Work of in the Postgraduate Program in Education at the State University of Ceara. The aim was to understand the limits and possibilities of continuing teacher education for the construction of a teaching praxis. Were developed bibliographic and field research with a qualitative approach. We used the questionnaire as a data collection method, and the authors that supported this study were Imbernon (2000, 2010), Pimento (2012), among others. The results showed that continuing education represents relevance for the interlocutors because it adds to their knowledge and the development of new theoretical knowledge, as well as the exchange of new work experiences, thus enhancing the resignification of their perceptions about the teaching practice. However, it was not a reflected practice. The conclusion is that the continued formation aiming to contribute to the realization of a conscious praxis by the teacher did not get evidence from the teachers' statements.