Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores

I LEARNED TO WORK ONLINE”: TEACHERS AND THEIR TRAINING IN EMERGENCY REMOTE EDUCATION (ERE)

Valdete A. Fernandes Moutinho GOMES — 2025-08-11

Teacher training is a fundamental element for the quality of the teaching and learning process and for the professionalization of teachers. In this article, we present an excerpt from a study that investigated the consequences of Emergency Remote Education (ERE) on the teacher-student relationship. In order to understand and analyze the teachers' perceptions about the study topic, we chose to conduct narrative interviews and conversation circles with 15 teachers working in elementary school I in three different schools in a city in the interior of Minas Gerais (one municipal, one state and one private). Among other results, the data highlighted the relevance of teacher training, especially with regard to digital skills. Upon realizing the existence of these training gaps, the teachers embarked on a process of individual and collective self-training that enabled their reinvention as teachers.

ANTONIO SOBRAL’S PROJECTS ON EDUCATIONAL REFORMS IN CÓRDOBA AND THE HIGHER EDUCATIONAL SCHOOL FOR TEACHER TRAINING (ARGENTINA, 1930-1943)

María Cristina Vera DE FLACHS — 2025-08-11

The paper analyzes the central proposals of the draft Organic Law of Primary Education formulated by Antonio Sobral, as deputy for the Radical Party in the Cordoba legislature in 1930. It was truncated as a result of the coup d’état that overthrew President Hipólito Yrigoyen and the serious economic crisis unleashed that same year. Later, Sobral’s educational reform program was promoted by Governor Amadeo Sabattini, constituting a central axis of the political confrontation between Sabbatinism and Catholicism in the second half of the 1930. It was cut short as a result of the coup d’état that overthrew President Hipólito Yrigoyen. Later, the educational reform program was promoted by Governor AmadeoSabattini, constituting a central axis of the political confrontation between Sabattinism and Catholicism in the second half of the 1930s. His proposals for change and educational ideas were grounded in a spirit of reform and moral idealism, while at the same time upholding the need for a humanist democracy and the development of an educational theory that would create free personalities. To carry out his project, Sobral used the contributions of pedagogues such as María Montessori (Italy), Ovidio Decroly (Belgium), Ángelo Patri (United States) and Juan Mantovani (Argentina) and the Brazilian Fernando de Azevedo. The work will also analyze the resistance generated against the project, particularly from Catholicism and its concretization years later with the opening of the Higher Normal School, although it was also rejected then.

RELATIONSHIPS BETWEEN SCIENCE, TECHNOLOGY, SOCIETY AND ENVIRONMENT IN TEACHER-TRAINING DEGREES IN NATURAL SCIENCES AT UNESP

Rodrigo Bastos CUNHA — 2025-08-11

Although the approach to the relationships between Science, Technology, Society and Environment has been consolidated as a line of research in postgraduate courses and in conferences specialized in teaching natural sciences, recent research indicates that this perspective is not always present in initial teacher training. This study aims to investigate the extent to which STSE relationships appear in teacher-training degrees in biology, physics and chemistry at Universidade Estadual Paulista. It is a documentary study, which has the course curricula as its corpus and uses the comparative method, having previous research on the presence of the STSE approach in initial teacher training at other universities as a parameter. The results show a significant reference to STSE relationships in summaries and in the bibliography of pedagogical subjects, manly in the Teacher-training Degree in Chemistry and the Teacher-training Degree in Physics.

INTEGRATING SCENARIO: THE INFLUENCE OF THE COMMUNITY OF PRACTICE IN THE SELECTION OF SOCIALLY RELEVANT TOPICS

Gabriel Adonai do Nascimento MATA — 2025-08-25

The Integrative Scenario aims to reconfigure the school curriculum, connecting students’ learning to their reality through the debate of socially relevant topics. The objective of this research is to understand how the Community of Practice (CoP) selects topics of social relevance in the proposals for curricular reconfiguration and what are the contributions to the training of Chemistry teachers. The Focus Group technique was used to obtain information from the discussions that occurred in the process of planning the proposals, with three undergraduate students in Chemistry who participated in a CoP. The information obtained was analyzed through Discursive Textual Analysis, resulting in an emerging category: a) Communities of Practice and the Training of Chemistry Teachers: exploring topics of social relevance. The results highlight that education and the role of teachers are shaped by social contexts, and that the choice of topics guides the curriculum towards social justice.

TRAINING OF BIOLOGICAL SCIENCE TEACHERS FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION: SCENARIO FOR THE PRODUCTION OF THESES AND DISSERTATIONS

Matheus dos Santos REIS — 2025-08-11

This article aims to investigate the theses and dissertations indexed in the Capes Theses and Dissertations Catalog and the Brazilian Digital Library of Theses and Dissertations that address the training of Biological Sciences teachers from the perspective of inclusive education in the period from 2008 to 2024. The methodology presents a qualitative approach, configuring itself in a systematic literature review. Of the 76 works found, fifteen met the research criteria and were organized into three thematic axes. a) Distribution of scientific production in the national scenario; b) Debates on the curriculum of the training of Biological Sciences teachers and inclusive education; c) Conceptions of inclusive education. The results indicate that the training of Biological Sciences teachers for inclusive education faces challenges, from curricular adaptation to attitudinal change. Although scientific production is expanding, ensuring inclusion also depends on public policies and a transformation in socio-educational practices.

R.I.P. “3+1.” THE RESOLUTION 4/2024 AND THE NEW CONTEXT OF TEACHER EDUCATION REFORM IN BRAZIL: CHALLENGES AND POSSIBILITIES

Júlio Emílio DINIZ-PEREIRA — 2025-08-11

The goal of this paper is to discuss the current context of reform of initial teacher education programs in Brazil, following the approval of the Resolution 4/2024. This document will be analyzed and, whenever necessary, compared to previous Resolutions. In addition, six challenges for the implementation of this Resolution will be raised. And, finally, emphasis will be placed on the possibilities that the new Resolution allows us to do in terms of rethinking our teacher education models, highlighting the historic opportunity to bury the traditional “3+1” model and its variations that have persisted since the establishment of these programs. General principles for the reform of our teacher education programs and specific principles for the organization of practicum and student teaching in these programs, as well as an exercise in translating the current guidelines and these principles into a curriculum for a hypothetical 3,240-hour teacher education program will also be shared in this article.

THE OCCUPATION OF VIRTUAL TERRITORIES BY TEACHERS FROM BRAZIL AND COLOMBIA TO PROMOTE AN ANTIRACIST NATURAL SCIENCE EDUCATION

Denise Gonçalves da CRUZ — 2025-08-11

This article analyzed how Afro-descendant teachers in Brazil and Colombia occupy virtual territories in search of teacher training for science education committed to racial equity. The research was conducted between September 2023 and December 2024 and included semi-structured interviews with six teachers participating in the virtual groups “Biologia Entre Nós” (Brazil) and “Enseñanza del África” (Colombia), as well as a bibliographic survey on the theme of virtual territories in the CAPES Journal Portal. Based on content analysis, three emerging categories were identified: (1) affirmation of Afro-diasporic identity; (2) sense of belonging and quilombagem; (3) and critical articulation between occupation of virtual territories and teacher training in science. The research showed that these virtual groups function as spaces for virtual quilombos, in which Afro-descendant teachers share their pedagogical doubts, build collective knowledge, and support each other in confronting racism in their fields of activity.

CONTINUING EDUCATION OF TEACHERS IN THE SÃO PAULO MUNICIPAL EDUCATION NETWORK IN THE CONTEXT OF THE IMPLEMENTATION OF THE CITY CURRICULUM

Carolina de Queiros Silva SOARES — 2025-08-25

he objective of this article is to analyze the continuing education policy offered to teachers in the São Paulo Municipal Education Network (RMESP) within the context of implementing the Currículo da Cidade. Based on a bibliographic and documental review, we discuss the challenges and trends in teacher training, relevant legislation, and educational public policies that guide pedagogical practice in RMESP. The study highlights the importance of continuing education as a strategy to consolidate a curriculum aligned with contemporary demands, emphasizing the advances and gaps in the implementation process of the Currículo da Cidade. The results indicate that for continuing education to be transformative, it is essential to ensure consistent public policies, integration across knowledge areas, collaborative spaces for reflection, and equity in access to training opportunities, in order to strengthen professional development and promote a more inclusive education aligned with current demands.

RESEARCH IN TEACHING PRACTICE: UNVEILING THE SAYINGS AND DOINGS OF PEDAGOGY COURSE PROFESSORS

Cícero Edinaldo dos SANTOS — 2025-08-11

This article aims to investigate the sayings and doings of teachers in the process of developing research projects by students of the Pedagogy program. It is grounded in theoretical frameworks that address the interface between research and teaching practice in the academic context. Using a qualitative approach, the study adopts the Pedagogical Action Research method and analyzes students’ responses to a questionnaire through Discursive Textual Analysis. The results show that research within teaching practice helps to unveil the ways in which teachers’ sayings and doings emerge and are mobilized in everyday educational settings. The teachers’ pedagogical action contributed to conceptual, operational, and relational learning on the part of the students. Furthermore, it made it possible to identify limitations that impacted the process of developing the projects, highlighting the need for further formative investment.

TEACHER’S PROFESSIONAL IDENTITY IN PRACTICE OF THE SOCIOLOGY DISCIPLINE

Nivia Gislaine GROTHE VITÓRIA — 2025-04-02

The research aimed to analyze how teachers trained in other areas create their professional representations and identities regarding the discipline of Sociology. To this end, a qualitative and exploratory investigation was used through a case study, whose data were collected through semi-structured interviews and participant observation. The results obtained demonstrated that the professional identity of teachers expressed in the subjects’ discourses is not conditioned by the discipline in which they are specialists, nor by the curricular component taught. That is, their identities emerge and differentiate themselves according to their own specificities as individuals and the different contexts in which their practices have developed throughout their professional careers, both in the school environment and outside it.

GUIDANCE ACTION IN THE TEACHING RESIDENCY: MENTAL EXHAUSTION AND THE TRANSPOSITION OF TEACHING WORK IN THE PANDEMIC

Ana Carolina Sabino dos SANTOS — 2025-04-02

This article aims to discuss how the teaching activity of advising, within the scope of the Pedagogical Residency Program at a University in the South of Minas Gerais, was digitally mediated, focusing on the transfer of teaching to the residential environment and the challenges faced by advising teachers in this context. Furthermore, the multifaceted nature of the advising work and the significant implications that emotional aspects had on the advising process and on the well-being (or discomfort) of the university teacher are highlighted. The qualitative research, conducted through interviews with seven advising teachers and analyzed based on the assumptions of González Rey’s (2010) constructive-interpretative analysis, reveals that the pandemic intensified and made the work of advising teachers more complex. The invasion of the domestic space by teaching work generated challenges in reconciling professional demands with family and domestic responsibilities, impacting the well-being of advising teachers.

THE INITIATION INTO THE TEACHING CAREER AND THE IMPORTANCE OF INSTITUTIONAL RECEPTION: FEELINGS AND PERCEPTIONS

Dalvana Silva da GAMA — 2025-04-02

The initiation into a teaching career is a period marked by challenges, adaptation, and the development of professional identity. According to Tardif (2002) and Huberman (1995), this phase involves a “reality shock,” where the teacher must integrate their theoretical training with school practice. The study investigated teacher reception at a federal institution in southern Santa Catarina, analyzing the perceptions of newly hired teachers. Interviews revealed feelings of disorientation and the need for a structured welcome program. It was found that the absence of a formal reception process affects both novice and experienced teachers. The implementation of institutional strategies that promote adaptation and continuous support can improve teacher integration and motivation, fostering their professional development.

POTENTIALS AND LIMITATIONS OF IMPLEMENTING INQUIRY-BASED SCIENCE TEACHING ACCORDING TO ELEMENTARY TEACHERS

Giovanni Scataglia Botelho PAZ — 2025-04-09

This study aims to explore the conceptions and practices of 13 single-subject teachers from a public school in the city of São Paulo, seeking to understand the barriers and possibilities these educators face in developing investigative activities. The World Café methodology, a collaborative learning method that encourages the exchange of ideas among participants, was adopted for data collection. Discussions were conducted in small groups, allowing them to share their experiences and ideas about science teaching. The discussions were transcribed and analyzed based on content analysis. The results reveal that conceptual mastery remains a major obstacle for the participants, hindering reflection and the development of investigative activities. However, the teachers acknowledged the advantages of inquiry-based teaching, such as promoting scientific skills and less memorization-focused learning. The study indicates significant potential for implementing this approach, despite the difficulties.

TEACHER TRAINING FOR SOCIAL, EDUCATIONAL AND CURRICULAR JUSTICE: BETWEEN CHALLENGES AND POSSIBILITIES

Talitada Silva CAMPELO — 2025-04-05

This essay addresses the principles that underlie teacher training for social, educational and curricular justice, considering the contributions of Candau, Paulo Freire, Cochran-Smith and Zeichner on this topic. Starting from the concepts of equality and difference, correlated with the constructs of these authors, the text explores possible paths for training teachers who benefit from the diversity that invariably marks the school and that promote the confrontation of educational inequality that further condemns a significant portion of Brazilian society already deprived of its civil, social and human rights. Teaching is highlighted as an end-activity with the potential to emancipate subjects through pedagogical practices committed to contextualized and meaningful learning for all students in their potential. The purpose is to highlight how teacher training for social, curricular and educational justice is an inherent condition for the construction of an increasingly inclusive and democratic school.

HUMAN RIGHTS AND EDUCATION FOR ETHNIC-RACIAL RELATIONS: CONTRIBUTIONS TO THE POLITICAL DEBATE ON TEACHER TRAINING

Marcelo Donizete da SILVA — 2025-04-09

This article aims to analyze the production of research in education, its interconnection with educational theories, its developments in the discussion about human rights, its articulation with ethnic-racial culture in basic education and its contribution to the debate on teacher training. The proposed methodology will take into account qualitative bibliographic research on the theories that bring together the political and pedagogical proposal of the Science of Education to build the foundations of diversity, with regard to the history of African culture and its interface with Brazilian education. The theoretical framework is historical-critical and involves the areas of: Politics, Philosophy and History of the Education of Black People in Brazil. It is hoped that this work will contribute to the critical analysis of Teacher Training and African Cultural History in Brazil, from the emancipatory perspective of ethnic-racial relations and the critical analysis of education proposed by educational theories.