Abstract:
The present article focuses on school as a space-time for teacher education. Initially, it conducts a theoretical reflection, then discusses the policies oriented for teacher education time in schools' daily activities, and presents the narratives of teachers working at full-time schools in three municipalities in the state of Rio de Janeiro. The theoretical-methodological approach is comprehended in the field of (self-) biographic narrative research taken as a path of investigation-formation3 1 T.N.: In Portuguese, educação (education) and formação (formation) can be used interchangeably, although the latter has a wider meaning than the former, i.e., it concerns not only one's school/academic life, but one's personal development in any field of life; where the author intended to transmit this wider meaning (by using the word formação), we used 'formation' in the translation. . The conclusion of the study indicates that we have advanced in guaranteeing teacher education as an integral part of teaching, and the narratives signal the challenges that still emerge to the implementation of these policies.
Keywords:
Continuing Education; Full-time; Narratives