Resumo

BARBOSA, Silvia Helena Pienta Borges  e  FERNANDES, Maria Cristina da Silveira Galan. The theory of reflective teacher in the continuing education: Void speech. Rev. Elet. Educ. [online]. 2018, vol.12, n.1, pp.6-19. ISSN 1982-7199.  https://doi.org/10.14244/198271991744.

The theory of Reflective Teacher is consonant with teacher continuing education, as both have the practice as their focus. Given the convergence of the themes, the purpose of this article is to analyse the relation between teacher continuing education and the theory of the Reflective Teacher. The aim is to verify if the theory of the Reflective Teacher has guided the actions in teacher continuing education, just as it guides continuing education documents. The research is based on historical and dialectical materialism and was conducted through a qualitative approach and field research in a small city of São Paulo state. Twelve teacher educators of urban area were interviewed and two different moments of continuing education were observed. The categorization and analysis of the results were done based on the content analysis. The result indicates that the practice is central in the continuing education of these teachers; however, this does not imply the application of the theory of the Reflective Teacher since there is almost no room for the reflection on the practice. It is also noticeable the lack of connection between theory and practice and the prevalence of a pragmatic and instrumental view of these teacher educators. It is concluded, as a result, that the theory of the Reflective Teacher is more present in the speech than in the practice and that the current use of this theory is linked to the neoliberal policy for education and has not contributed to the emancipation and critical formation of teachers.

Palavras-chave : Reflective Teacher; Continuing Education; Teacher Educators; Primary Education.

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