CONTINUING TEACHER TRAINING IN BASIC EDUCATION: EPISTEMOLOGICAL CONVERGENCES, STRUCTURAL CHALLENGES AND TRANSFORMATIVE HORIZONS FOR CONTEMPORARY EDUCATION

Abstract

This article analyzes the continuing education of basic education teachers in the context of globalization and contemporary social transformations, seeking to investigate how continuing education influences pedagogical practice and contributes to overcoming educational obstacles in the teacher's professional journey. The methodology adopted was a literature review based on documentary bibliographic analysis of books, articles, and scientific research. The research is justified by its thematic relevance in the field of education and teacher training, seeking to highlight the urgency of teacher qualification as a right, as well as a possibility for improving learning outcomes in basic education. The results support continuing education, indicating that it raises the pedagogical standard and positively impacts academic performance. However, it also identified the neglect and challenges faced by teachers in obtaining continuing education. Devaluation and lack of time are just some of the obstacles faced by this profession. Education is constantly changing, and teachers must be part of it, teaching and learning to teach.