Formação continuada de professores: um estudo a partir das competências

Abstract

This research, developed as part of a scientific initiation project funded by FAPEMIG, aims to analyze the proposals of continuing education courses for elementary school teachers offered by the municipal education network of Uberlândia in 2022. Based on a qualitative approach grounded in document analysis, 11 courses were examined and categorized according to the competencies outlined in the BNC – Teacher Education and the theories on competencies by Perrenoud and Zabala. The analysis, conducted through two analytical axes, revealed that competencies such as “knowledge” and “work and life project” are widely addressed, while “argumentation” and “self-awareness and self-care” appear less frequently, indicating gaps in teacher education. A focus on the organization and management of teaching was also observed, with less emphasis on educational research and innovation. This study contributes to the reflection on teacher professional development, highlighting the need to expand the integration of socio-emotional competencies and innovative methodologies in order to promote a more comprehensive training aligned with contemporary educational demands.