CONTINUING TEACHER EDUCATION: THE DIALOGICAL INCORPORATION OF THE LEARNING RIGHT IN THE EARLY YEARS

Abstract

This article presents reflections about the dialogical incorporation between the right to learn and the processes that involve the training of basic education teachers. It aims to reflect and discuss the processes involving learning, the right to learn and the continuing training of teachers as a promotion of learning. As a theoretical contribution, we used Candau (2008, 2011) and Arroyo (2015), which discuss the right to learn, Vygotsky (1991), Wallon (1995), Ciasca (2003), on learning processes, Tardif (2014), Nóvoa (2009) and Gatti (2012), authors who contributed to this study in relation to teacher education. The work has an exploratory-descriptive character, because we use as methodology the bibliographic research of qualitative character. The study revealed that it is necessary to understand the continuing education of teachers as a reflective, dialogical and transformative process of reality and, in order for learning to happen, it is not enough to train the teacher, it is necessary to approach the subjects horizontally. In fact, we seek a training of educators who are capable of encouraging the construction of critical and reflective citizens, with a view to being a path conducive to the struggle for a democratic educational proposal.