Formação continuada de professores em contexto de socioeducação

Abstract

This research aimed to analyze the continuous formation of teachers in the context of socio-education through scientific production. The theoretical assumptions are based on Pierre Bourdieu's (1989, 1992, 2004, 2013) theorization, highlighting the concepts of habitus, pedagogical work, symbolic power, science, and the science field. The approach used was qualitative, with the procedures of the reviewing studies. The results indicate a symptomatic picture of teacher devaluation in the context of socioeducation, demarcated by the absence or incipience of state policies for the continued training of teachers who understand the specificities of teaching in socio-educational measures, by the intervention of safety procedures in educational practice, due to architectural inadequacy and the lack of resources, instruments and teaching materials for professional practice. However, they also highlight the non-passivity of teachers and researchers, who autonomously seek professional formation and create training spaces despite state neglect. The conclusions highlight the urgency of holding public competitions for teachers who work in a socio-educational context, establishing cohesive policies that focus on the schooling of socio-educational students, continued training of their teachers, and monitoring graduates to achieve social reintegration and guarantee constitutional rights