Banca de DEFESA: ADRIANO FERREIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ADRIANO FERREIRA DA SILVA
DATE: 02/09/2025
TIME: 14:30
LOCAL: virtual
TITLE:

PEDAGOGICAL COMPLEMENTATION: INITIAL OR CONTINUING TRAINING? REFLECTIONS ON ITS CONTRIBUTION TO TEACHER EDUCATION

KEY WORDS:

Pedagogical complementation; teacher education; professional development; educational policy; Teaching Profession.

PAGES: 121
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study focuses on analyzing the articulation between teacher education policies and pedagogical complementation in Brazil. Entitled Pedagogical Complementation: Initial or Continuing Education? Reflections on Its Contribution to Teaching Practice, the research was guided by the following question: What is the formative scope of pedagogical complementation in the constitution of teaching practice? Based on this inquiry, the general objective was to analyze pedagogical complementation within the context of teacher education, especially regarding its impact on teachers’ professional practice. The methodology, qualitative in nature and grounded in Historical and Dialectical Materialism, combined a State of Knowledge review with document analysis of legislation, curricular guidelines, and regulations related to pedagogical complementation. In addition, the data were systematized and interpreted, enabling the identification of analytical categories and the emergence of regularities in academic-scientific and institutional discourses on the subject. The theoretical framework is based on the contributions of Marx (1989), Nóvoa (1992), Tardif (2002), Gatti (2011), Ramalho, Núñez, and Gauthier (2003), Cruz and Curado (2020), and Saviani (1985, 2004, 2009), among others. The results revealed that, although pedagogical complementation constitutes a recurrent training strategy in Brazilian public education policies, its understanding remains largely confined to normative, legal, and operational dimensions, overlooking deeper historical, social, and formative determinations. This analytical limitation reflects a technicist perspective that fragments the training process and reduces teaching to a functional exercise, disconnected from its historical and socio-political complexity. The findings also highlight the need to reposition this training modality as a constitutive dimension of both initial and continuing teacher education, recognizing its role in professional development and the effective professionalization of teaching. Such reconfiguration demands a break from merely instrumental or legalistic approaches and the adoption of a critical and dialectical perspective that considers the historical determinations that permeate pedagogical practice, school work organization, and educational policy. The study concludes by emphasizing the importance of expanding the debate on pedagogical complementation in a qualified manner, considering its potential to contribute to the construction of professional teacher identity and to the transformation of the concrete conditions of teaching, learning, and teacher education within Brazilian public schools.

COMMITTEE MEMBERS:
Externa à Instituição - BETANIA LEITE RAMALHO - UFRN
Interno - 1087811 - ERLANDO DA SILVA RESES
Presidente - 1308175 - OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS
Externa à Instituição - ROZICLEIDE BEZERRA DE CARVALHO - IFESP