Resumen

CRUZ, Lilian Moreira  y  FERREIRA, Lúcia Gracia. PROFESSIONAL TEACHING DEVELOPMENT IN CONTEXTS OF UNCERTAINTY: CONCERNS AND PROBLEMS. Revista LES [online]. 2024, vol.28, n.57, 4559.  Epub 03-Abr-2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i57.4559.

This article aims to problematize Teacher Professional Development - DPD, having as a background some concerns arising from the political field and the context of the Covid-19 pandemic. For this, we based the research on a qualitative approach, being of the exploratory descriptive type. In this direction, we made a temporal cut, starting from the Federal Constitution of 1988 until the post-pandemic context, that is, we analyzed a 34-year movement of some achievements and losses of Brazilian education professionals, for this, we focused on in the legal frameworks and theoretical discussions of scholars such as Tardif (2014), Ferreira (2014; 2020), Cruz, Barreto, Ferreira (2020), Marcelo Garcia (1999; 2009), Day (2001; 2005), Oliveira-Formosinho (2009), Imbernón (2009; 2011), Vaillant (2014) etc. The data reveals that during the pandemic, teachers were impacted not only by the health crisis, but also by a political crisis. In the first, there was a lack of pedagogical, technological, human, political, social, financial, psychological support, among others. This shortage resulted in negative implications for DPD, including teachers becoming ill due to the demands of remote classes and the increased workload. In the second, we observe the loss of autonomy due to educational reforms, the lack of continuous training in technology and salary erosion due to inflation, among other challenges. As a result, DPD was affected by a combination of factors arising from political, social, economic and organizational contexts, resulting in the precariousness of teaching work and triggering processes of deprofessionalization and proletarianization of teachers. Therefore, the crucial need to adopt public educational policies to support teachers and minimize damage during crisis scenarios becomes evident. Offering direct support to teachers' activities in adverse circumstances can be considered an effective strategy to mitigate the negative effects of these situations, which tend to compromise DPD processes.

Palabras clave : Professional development; Pandemic: Public Policies; teaching profession..

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