Initial and continuing training of teachers mediating the development of educational practice: a historical-critical analysis

Abstract

The article discusses results of research carried out with the aim of analyzing teachers' meanings about professional training, both initial and continuing. The research is based on the ideas of Vigotski and Espinosa about human development, in which two teachers who work in the municipal public network of Teresina-PI participated. The research instruments were a questionnaire and semi-structured interview. The analysis had the nuclei of meanings as a procedure. The analyzes indicate that, if, on the one hand, in the initial training, the appropriate knowledge helped in the professional development of the teachers, on the other hand, the continuing education has collaborated to keep them in a passive situation in the face of educational demands, because they remain dependent to tell them how to act professionally. The results also indicate that continuing education has the potential to remove teachers from the condition of passivity when it collaborates with the development of the conscience of this professional, in short, with their historical development.