Abstract:
In the present article we describe the trajectory, formative practices and pedagogical models most frequently employed in teachers' continuing education experiences at the Sciences Center of the Federal University of Juiz de Fora between 2007 and 2015. As data sources, we have used reports made to financial support agencies, research that was conducted with the mentioned courses as an object of study and notes and observations from mediators. As theoretical support for the analysis we have used the formation models: (i) classical; (ii) reflexive practical; and (iii) political-emancipatory. We emphasize that these models are an important reference for the analysis and reflection on the training practices that we have been developing offering support to promote changes in the design of continuing education projects and the trajectory of the same, moving from the classical training model towards the emancipatory-political model. This discussion is of great relevance to the current debate on teacher education.
Keywords:
Continuing teacher education; Science Teaching; Teacher education models