Permanent training of teachers from the freirean conceptual plot

Abstract

This text aims to present reflections on the permanent formation of the professional who works in basic education, based on the Freirean conceptual framework, built from the considerations made at the meetings of the Paulo Freire Chair, at the Pontifical Catholic University of São Paulo (Puc/SP). We chose the following category for this analysis: Permanent Teacher Education, from the reading and reflection of Paulo Freire's works: Politics and Education: Essays (2001), The importance of the act of reading: in three articles that are completed (1989), Teacher yes; auntie, no: Letters to those who dare to teach (2017), Fear and daring: the teacher's daily life (1986) and The way we walk: conversations about education and social change (2011). We deepened our readings in Freire, looking for the concepts and foundations that help us thinking about the permanent formation of teachers. We identified the need to develop awareness, criticality and humanization of the professional who works in education, as well as guiding the curriculum, pedagogical practices and teaching and learning processes. In this formative path, it is necessary to develop dialogue, participation and autonomy for teachers.