Reflexões sobre a formação continuada de pedagogos(as) no Brasil

Abstract

The present work is developed from the concern about the way in which the continuing education of Pedagogues takes place in Brazil, highlighting several difficulties faced in the educational process due to the problem of continuing education, which When precarious, entails a series of impacts on the improvement of knowledge and practices in the teacher professionalization process. We intend to show here, even if in a timid way, the professional of Pedagogy, which spaces he/she should, by right, occupy, the importance of continuing education for the exercise of their work and how they should not be guided, exclusively, by a reality in which everything is a product and is Only focused on productivity. It is necessary to discuss the understanding of the formation of citizens, which involves the possibilities of forming an individual. Such possibilities encompass society in several aspects, not only through helping students to build a solid curriculum (market requirements), but also, and mainly, in the dissemination of educational knowledge and experiences, understanding that the educational space is that that produces, socializes and reproduces scientific knowledge. Thus, the main motto for the development of this study is the necessary action of the Pedagogue and the improvement of his/her teaching practice. As a result, we believe that, due to the need to break any alienation and promote autonomy, there is a call for the absorption of knowledge and elaborate educational practices, whose purpose is to dialogue and subsidize the fundamental knowledge of educational-critical or progressive practice. The authors who supported the theoretical premises are from Rogério Leal de Souza, István Mészaros, José Carlos Libâneo e Cristina Branco.