Pedagogical Complementation: Initial or Continuing Education? Reflections on Its Contribution to Teaching Practice
Pedagogical Complementation; Initial Teacher Education; In-Service Training; Continuing Education; Teaching Practice
This study analyzes pedagogical complementation in the context of teacher education and its influence on teaching practice. Understanding the scope of pedagogical complementation and its connection to teaching activity is the central objective of the research. Specifically, the study aims to: identify scientific studies on pedagogical complementation for teaching in Brazil over the last ten years; contextualize pedagogical complementation in Brazil from historical and legal perspectives; and analyze its impact on teaching practice. Methodologically, the study seeks to enrich the discussion on the relevance of strengthening this theme through a qualitative approach, grounded in Historical-Dialectical Materialism. The analysis is constructed using Critical Discourse Analysis, based on bibliographic research and document analysis. The expected results aim to provide substantial contributions to the understanding of pedagogical complementation. Partial conclusions highlight the urgent need for further exploration of this topic, as academic literature presents limited studies addressing it from the perspective proposed by this research. This specific approach reveals gaps in the academic field, underscoring the relevance of this investigation in contributing to the advancement of knowledge in this area.