The continuous training of the pedagogist in a reflective perspective

Abstract

The pedagogue is the professional within the educational institutions responsible for the continuing education of teachers, therefore, the constant search for qualification is necessary. In order to research the professional identity of this professional in a process of reflection, the research group Learning and Knowledge in Pedagogue Continuing Education (PUCPR) offered a continuing education program in the second half of 2018. Sixteen pedagogues from the public and private schools of Curitiba-PR and the metropolitan region participated. This article aims to understand the perception of pedagogues participating in a continuing education program that provided opportunities for reflection on learning with a view to self-development. The methodology adopted was qualitative in the view of hermeneutic phenomenology. For analysis, the observation protocol of the first training meeting and three questions from the semi-structured interview were used. As a result of the study, it was found that continuing education is ratified as an important condition for the redefinition and reorganization of actions, as it enables the reflection of the subject and learning spaces, allowing it to be transformed into a process of emancipation for the professional development. It appears that in the public network, continuing education occurs in a unique way, the same training is offered to teachers, managers and pedagogues, while in the private network it happens through specialized advisory services in order to address latent problems.