A formação continuada e sua relação com o desenvolvimento profissional docente: o que apontam as pesquisas brasileiras

Continuous education is intertwined with professional development as part of the permanent education of teachers in a life cycle continuous process. Based on this perspective, this qualitative research developed by means of document analysis and literature review aimed to identify how the relation between continuous education and teachers’ professional development has been reported in dissertations and theses produced in Brazil. To achieve our objective, we surveyed the Thesis and Dissertation Repository of the Coordination for the Improvement of Higher Education Personnel and the portal of the Brazilian Institute of Information in Science and Technology to access dissertations and theses produced between 2013 and 2019 linked to education postgraduate programs. After applying the inclusion and exclusion criteria and reading titles and abstracts, 9 theses and 25 dissertations were found, whose data was analyzed using content analysis. We observed that the studies surveyed have not established a direct correlation between the continuous education terms and teachers’ professional development. Based on the analysis carried out, we concluded that verticalized continuous education, with a prescriptive characteristic and aiming to impose standardized methodologies result in a gap in the perspective of integrating the education process to the teachers’ professional development. On the other hand, continuous education courses that take into account the school reality, linked to the teachers’ needs and realities, which enable dialogue and interaction of teachers in different moments of their careers, establishing relations between their initial education and the teaching practice cater for the teachers’ professional development perspective.A formação continuada está imbricada ao desenvolvimento profissional, integrando a educação permanente dos professores, em um processo contínuo de ciclo de vida. Com base nesta perspectiva, a presente pesquisa documental e qualitativa objetivou, por meio da revisão de literatura, identificar de que forma a relação entre a formação continuada e o desenvolvimento profissional docente tem se apresentado nas dissertações e teses no Brasil. Para tal, foi realizada uma busca no Repositório de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior e no portal Instituto Brasileiro de Informação em Ciência e Tecnologia, em dissertações e teses desenvolvidas entre os anos de 2013 e 2019, vinculadas a programas de pós-graduação em educação. Após a aplicação de filtros de pesquisa, leitura de títulos e resumos, chegou-se a 09 teses e 25 dissertações, cujos dados foram analisados por meio da análise de conteúdo. Percebeu-se que as pesquisas, até o momento, não estabelecem uma correlação direta entre os termos formação continuada e desenvolvimento profissional. Com base nas análises realizadas, conclui-se que formações continuadas verticalizadas, de cunho prescritivo e com a finalidade de instituir metodologias padronizadas, distanciam-se da perspectiva de integração do processo formativo ao desenvolvimento profissional docente. Por outro lado, formações pautadas na realidade escolar, vinculadas às necessidades e realidades docentes, possibilitando o diálogo e a interface entre os professores em diferentes momentos da carreira, estabelecendo relações entre a formação inicial e a prática pedagógica concatenam com a perspectiva do desenvolvimento profissional do professor.Continuous education is intertwined with professional development as part of the permanent education of teachers in a life cycle continuous process. Based on this perspective, this qualitative research developed by means of document analysis and literature review aimed to identify how the relation between continuous education and teachers’ professional development has been reported in dissertations and theses produced in Brazil. To achieve our objective, we surveyed the Thesis and Dissertation Repository of the Coordination for the Improvement of Higher Education Personnel and the portal of the Brazilian Institute of Information in Science and Technology to access dissertations and theses produced between 2013 and 2019 linked to education postgraduate programs. After applying the inclusion and exclusion criteria and reading titles and abstracts, 9 theses and 25 dissertations were found, whose data was analyzed using content analysis. We observed that the studies surveyed have not established a direct correlation between the continuous education terms and teachers’ professional development. Based on the analysis carried out, we concluded that verticalized continuous education, with a prescriptive characteristic and aiming to impose standardized methodologies result in a gap in the perspective of integrating the education process to the teachers’ professional development. On the other hand, continuous education courses that take into account the school reality, linked to the teachers’ needs and realities, which enable dialogue and interaction of teachers in different moments of their careers, establishing relations between their initial education and the teaching practice cater for the teachers’ professional development perspective