Training practice

the teaching under construction, a search for professionalism teaching identity

Abstract

The PNEM Program, a public educational policy for teacher education, has proved to be of great relevance to the challenge of fostering continuing education. We sought to analyze the conception of the teachers guiding study on the policy of continuing education experienced in PNEM. We emphasize that despite the structural difficulties that mark education in Brazil, there was a positive assessment that highlights the quality and results of the program. In which stands out the mobilization of critical reflexivity, the mentors' concern to improve the teaching and learning process. Information that corroborates the purpose of this text to analyze what the teachers who were study advisors think about the program and the need for further studies. PNEM has proved to be an important policy for our investigation of the meanings attributed to continuing education by teachers. Thus, we conclude that the program proved to be an important moment for the continued formation of mentors and contributed greatly to the rethinking of teaching practice in high school.