CONTINUED TRAINING IN SERVICE: RELATIONS BETWEEN ITS FUNDAMENTAL ASPECTS AND ESTABLISHED PRACTICES

This paper aims to present the relations between the fundamental aspects of continuing education in service and the way in which practices are actually instituted within schools. This is a qualitative research with a theoretical and empirical basis, which has used the analysis of studies that address the field of continuing teacher education and data from semi-structured interviews, applied to teachers in the initial years of Elementary School. The collation of the information collected by both means allowed to verify inconsistencies between what is expected of a continuing education in service and what schools, as a locus of this formation, provide to their teachers. Factors such as the dichotomy between theory and practice; teacher resistance to change; the mismatch between the teachers' expectations and what is transmitted to them in the formations; the discontinuity of the proposed initiatives; the disregard of teachers as protagonists of their formations and; the absence of guidelines designed to subsidize teaching practice are pointed out in this study as being responsible for making this training difficult.