| dc.description.abstract | This dissertation analyses the discourses that anchor the academic production
on the continuing education of Brazilian female teachers of basic education and in what
ways these discourses constitute what is understood as teaching between the years
1997 to 2018. The research is based on the fields of teaching studies, teacher training
studies and the post-structuralist perspective. Documentary research is used as a
methodological procedure to examine empirical material, consisting of six academic
papers (five dissertations and one article linked to a PPG research). To analyse the
complex web of discourses, present in the empirical material, three analytical
categories were organised: I – continuing education in the context of the market, which
is anchored in the legal aspects that regulate and sometimes bureaucratise Brazilian
education, especially the very context of continuous professional development,
bringing out, among other senses, the training articulated to entrepreneurship of the
self; II - in a context of ad aeternum continuing education, it is possible to show that
less than 40% of Brazilian female teachers, according to INEP data for the year 2017,
had access to some type of continuing education, which further underscores the idea
that they should act on themselves and take individual responsibility for their own
training process; III - as a last category, the authorship and the (re)creation of
continuing formation enables us to identify and analyse other ways in which female
teachers relate to the formative spaces to which they have access and how the ethos
of formation is constituted in this journey. | en |
