CONTINUING EDUCATION ACTIONS: TEACHERS PERCEPTIONS OF EARLY YEARS OF ELEMENTARY EDUCATION

This article presents the perceptions of teachers according to the actions of continuing education offered by a Municipal School. This is a qualitative study, where semi-structured interviews were used as a tool for collecting data. The main theoretic inputs constituting this research are: Marcelo Garcia (1999), Imbernon (2009; 2010; 2011), Formosinho (2009), Novoa (1991a; 1991b; 2002), Romanowski (2007) and Freire (1998). Results of this study indicated that teachers need that the actions of continuing education promote a rapprochement between theory and practice, and that their expectations and training needs can be taken as a starting point when planning these actions. The data showed that the courses that contribute the most are those, which offer a continuity of the training process, which include teacher's experiences, providing socialization of their successes an difficulties, in a collective learning space.