Lifelong Education of Portuguese Language teachers: arrangements and possibilities

Abstract

In this article we discuss, as an object of research, the role of Lifelong Education in the professional career of a group of Portuguese language teachers from a city in the interior of Minas Gerais. The notion of Lifelong Education considers the working subject as the protagonist of their training trajectory (FERREIRA, 2012; MEIRIEU, 2005; MERLE, 2006). In this sense, we seek, in the life narratives of the participants, traces of identification with this idea, as well as the benefits derived from continuing education, in their pedagogical practices. For this task, as a methodology, we use Content Analysis (BARDIN, 2016) and we design eight categories of analysis. Finally, it is concluded that, even with conditions that make Lifelong Education difficult in the context investigated, the participants recognize the need to position themselves as central agents of their own personal and professional paths throughout life, thus managing different media (AHEARN, 2001) for self-management. construction of professional identity.