Continuing teacher education and Paulo Freire: on current affairs and necessity

Abstract

This article presents notes on the continuing education of teachers from a counter-hegemonic perspective to the neoliberal political project of the extreme right of current educational policies in Brazil. The theoretical-methodological foundation that underlies this study is the work of Paulo Freire, with emphasis on Pedagogy of Autonomy: necessary knowledge for educational practice (1996). Freire has a unique contribution to the field of teacher training and the unconditional defense of education as an ethical, intellectual and political process articulated between theory and practice, forming subjects that transform the social, economic, social and cultural order. The main considerations of the study address the challenges facing the setback of public policies for education. We emphasize the approximation of the concepts that we use as continuing education with the concept of permanent education exposed in Freire's work, which can also be considered, given its ontological character, as a category of analysis. We reaffirm the need to expand and strengthen the spaces for the permanent training of teachers inserted in a certain historical context, based on their dialectical relationship.