Continuing teacher education and the teaching practices of literacy teachers in Fortaleza, Ceará, Brazil in the contemporary context

This article addresses continuing teacher education and the teaching work of literacy teachers in the contemporary context. It aims to understand the implications of the continuing education programs offered by the Municipal Education Network of Fortaleza for the work of literacy teachers. From this perspective, the study adopts a qualitative approach and uses an open-ended questionnaire as its data collection instrument, administered to literacy teachers working in the 1st and 2nd grades. Data interpretation was carried out through content analysis. The findings reveal that the current configuration of the training process is relevant; however, it presents limitations in terms of its contributions to teaching practice. The study concludes that continuing teacher education should promote critical reflection on the challenges experienced in everyday literacy practices, as well as provide opportunities for the exchange of experiences and knowledge among teachers. https://doi.org/10.21723/riaee.v21i00.2037902

Continuing education · Literacy · Student teacher · Teacher education · Teaching method · Education and Vocational Training · Education Pedagogy and Practices · Rural and Ethnic Education