Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy
DOI:
https://doi.org/10.5212/PraxEduc.v.11i1.0003Abstract
This text presents discussions on the continuing education of teachers of the early years of Elementary School, from a critical point of view on education policies, implemented by the government of the state of São Paulo, Brazil. These discussions are part of a doctoral research whose primary purpose was to verify the theoretical-methodological potential of freirean praxis for the construction of knowledge oriented to the transformation of researches and proposals on the education of teachers and their educators. The methodology included biographical accounts, which were analyzed through the Critical-Communicative Methodology assumptions and Paulo Freire’s Progressive Pedagogy. The research results indicate contributions to the education of educators inside and outside of school spaces.
Keywords: Continuing teacher education. Continuing education policies. Paulo Freire.
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