Nombre: GIULLIANA VEIGA POLATI
Fecha de publicación: 26/09/2025
Supervisor:
Nombre |
Papel |
|---|---|
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Asesor |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| MARIA DAS GRACAS CARVALHO SILVA DE SA | Examinador Interno |
| TARCÍSIO MAURO VAGO | Examinador Externo |
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Presidente |
Sumario: This dissertation aims to analyze the reflections of teachers participating in the research regarding continuing education, understood as an integral part of professional teacher development. The study highlights epistemological aspects that permeate formative processes, conceiving teacher education as a continuous, permanent movement, articulated with initial training. The investigation focuses on the formative trajectories of five Physical Education teachers, both current students and graduates of the Professional Master's Program at the Center for Physical Education and Sports of the Federal University of Espírito Santo (Ufes). It seeks to understand how these teachers mobilize knowledge built through their pedagogical practices and the meanings they attribute to continuing education as a space for articulating personal and professional dimensions. The research adopts a qualitative approach and is based on life history narratives, drawing from the theoretical contributions of Josso (2004, 2006). Data were produced through narrative interviews guided by generative scripts. The theoretical framework is supported by authors such as Garcia (1999, 2009), Nóvoa (1995, 2001), Gatti (2010), Imbernón (2011), Cunha (2013), Day (1999), Formosinho (2009), and Schön (2000), who discuss professional teacher development and the construction of professional identity throughout the career. The comprehensive-interpretative analysis, inspired by Souza (2006, 2014), enabled an understanding of the act of remembering, narrating, and reflecting on teaching experiences. The findings indicate that teacher education unfolds in multiple times and spaces—formal and informal, individual and collective—involving autonomous study initiatives, peer collaboration, and participation in collective projects. Formative experiences are marked by motivations that give meaning to teacher education, fostering transformations, reinterpretations, and the construction of knowledge, in opposition to rigid and decontextualized models of professional practice.
Keywords: Professional teacher development. Continuing education. Physical education.
