Continued training in a community university in the teachers 'perspective

Abstract

This article aims to analyze what are the perceptions that university professors have about Continuing Education, based on their participation in the Program designed for this purpose. The main authors who supported this research were: Nóvoa (1992; 2012), Nóvoa and Amante (2015), Pérez Gómez (1998), Garcia (1999), Tardif (2000), Masetto (2003), Cunha (2008; 2009) and Contreras (2012). The research is based on the assumptions of a qualitative approach and, as an instrument, it uses a semi-structured interview. The research subjects were eight university professors who had more participation in the Continuing Education Program proposed by the university in 2018. Of these eight, two professors were selected by area of ​​expertise, namely: Humanities Science and Education (HCE), Science, Engineering and Technologies (CET), Health Sciences (SAU) and Applied Social Sciences (CSA). The interviews were recorded, transcribed and organized into three blocks of analysis, called: Profile of interviewees; Analysis of the Program and Concepts of Continuing Education and Impacts of Continuing Education in the constitution of University Teaching. With the research, it was possible to see that teachers understand Continuing Education as an important space for critical reflection on the teaching profession. The professors point out that Continuing Education provides access to pedagogical knowledge for liberal professionals, since they do not have specific training in the area of ​​education.