A formação continuada de professores a partir de três perspectivas

The present study is developed by an analytical bibliographical approach on three approaches, widely studied by Beninca (2002), that can guide the continued formation of teachers: the informal and spontaneous process, the search for continuing education courses and the method of pedagogical praxis, characterized by self-formation and collective formation. The objective is to analyze how each of these formative modalities comprises the pedagogical praxis of the teacher and poses as a possibility to qualify the exercise of the teaching profession. As support for our research approach, we will mainly use the studies of Beninca (2002), Bachelard (1996; 2001) and Favero and Tonieto (2010). We understand that a better understanding of these possibilities for continuing education can offer teachers possibilities to qualify teaching practices and to prospect new and better policies for this purpose.