Análise das estratégias e das necessidades na formação continuada de professores na rede pública de Manaus durante os anos 2018 a 2021

Abstract

Continuing teacher training in Brazil faces multifaceted challenges that directly impact the quality of the teaching-learning process. Issues such as the lack of time dedicated to training, the limitation of financial and structural resources, the disconnection between theory and practice, resistance to changes on the part of professionals and educational institutions, together with the influences of educational and curricular policies, constitute elements for this discussion. Semi-structured questionnaires were administered to teachers and interviews were carried out with managers from seven state schools in the North. This work aims to analyze the strategies and needs in continuing teacher training in Elementary School II, in the state education network in the city of Manaus, from 2018 to 2021. These instruments not only present data, but share narratives in challenges and achievements . The critical analysis of these stories, intertwined with theories about teaching knowledge, sheds light on the teachers' continued educational journey. From the research, it was possible to observe the lack of personalization of training programs and the lack of connection with the specific demands of the reality of the school and community context and the experiences of teaching professionals, as well as new training scenarios, such as the advent of the COVID-19 Pandemic. Convid-19 in which the challenges faced by teachers, students and institutions require the need for professionals prepared to face the challenges resulting from this global context, where social, cultural and technological dynamics are interconnected. There are still barriers to be overcome. Therefore, it is vital to promote flexible approaches, aligned with the real needs of educators, and to foster an environment conducive to reflection and dialogue, stimulating a culture of constant learning. In this scenario, it is essential not only to understand, but also to value the individual stories of educators, recognizing their importance in the construction of more effective pedagogical practices centered on teachers and students.