WHAT DO MATH TEACHERS IN BASIC EDUCATION THINK ABOUT CONTINUOUS TRAINING?

This article discusses the issue of teacher qualification as from the cutting out of a study that aimed to identify the concepts of mathematics teachers working in basic education, as related to continuous training. The research was based on classical models of training, as well as on results of work performed in this area. From these studies, for example, we can observe a more generic concept of continuous education that contrasts with the conception linked to reflective processes, which visualizes the education as a complex and multidimensional phenomenon. The study included 87 teachers that teach mathematics in 11 towns of the state of Alagoas. We used a 17-question semi-structured questionnaire and different instruments to analyze the responses given by the teachers depending on the proposed questions. The results indicate the predominance of a concept linked to an idea of pedagogical upgrade and a tendency to change concepts that rely on the model of practical rationality. However, responses to questions about the qualifications of which they have participated expressed views that are bound to an instrumental model strongly influenced by technical rationality. These results show, therefore, a gap between the training that these teachers had access to and their views on continuous training.