Training Processes for English Teachers in the Municipal School System of Cariacica: Views and Perspectives of Participating Teachers on These Actions
Name: THAÍS BREGONCI DE SOUZA ALVES
Publication date: 30/03/2026
Examining board:
Name |
Role |
|---|---|
| ALDIERIS BRAZ AMORIM CAPRINI | Examinador Externo |
| KALLINE PEREIRA AROEIRA | Presidente |
| KYRIA REBECA NEIVA DE LIMA FINARDI | Examinador Externo |
Summary: This study focuses on in-service training actions for English Language teachers in the municipal school system of Cariacica-ES, analyzing both their planning and the documentary basis that guides them. The investigation extends to the participants' perceptions, evaluating the impact of these actions on strengthening teaching praxis and improving teaching and learning processes. The theoretical framework is anchored in discussions within the field of teacher education, engaging with academic contributions that advocate for teacher training as a continuous process, articulating critical reflection in the face of experiences lived in individual and collective contexts of pedagogical work. This work invests in the theoretical perspective of teaching as praxis and considers the concept of professional teacher development, understanding teaching as a social practice that contributes to improving educational quality. The research adopts a qualitative approach with exploratory characteristics, utilizing the following instruments: document analysis, questionnaires applied to English teachers, and a semi-structured interview with the continuing education manager of the Cariacica-ES network. Data processing follows content analysis techniques. Document analysis and interactions with management indicated centralized and transversal planning, which may hinder the ability to meet the specificities of the English language and the demands of daily school life. Data collected from teachers revealed a view of training focused primarily on technical improvement and functional updating. In addition to challenges such as precarious infrastructure and a lack of materials, teachers pointed out that the distance between training themes and classroom practice, combined with bureaucratic overload, limits spaces for critical reflection. In this scenario, the educational product is presented as a proposal to foster dialogues about practice and provide subsidies for professional teacher development.
