Revista Internacional de Formação de Professores
A Revista Internacional de Formação de Professores (RIFP) é uma publicação de fluxo contínuo da Coordenaria de Pesquisa, Inovação e Pós-Graduação do IFSP campus Itapetininga e do Grupo de Pesquisas Formação de Professores para o Ensino básico, técnico, tecnológico e superior (FoPeTec), que tem por objetivo estimular e promover a produção e a veiculação do conhecimento produzido na área de Formação de Professores por pesquisadores nacionais e internacionais. A Revista Internacional de Formação de Professores (RIFP) adota a PUBLICAÇÃO CONTÍNUA. Com a aplicação do fluxo contínuo, a edição do ano corrente permanecerá aberta (In progress) e, à medida que os artigos forem aprovados e aceitos pelos parecerista, serão inseridos na edição. Não há fascículos, nem periodicidade, publicaremos os artigos aprovados em uma edição anual. A Revista aceita artigos em português, espanhol e inglês. A RIFP aceita trabalhos de "estado da arte", "estado do conhecimento", "revisão sistemática" desde que justifiquem claramente o banco de dados utilizado para coleta de dados e o período analisado. Não são aceitos trabalhos que analisem período menor a 10 anos. Qualis/CAPES (Avaliação)/Evaluation (2017-2020) A4 Qualis/CAPES (Avaliação)/Evaluation (2021-2024) A3
Coordenadoria de Pesquisa, Inovação e Pós-Graduação do IFSP - Itapetininga
Reclaiming attention in education, entangled amidst screens
Are youth mental deterioration and anti-democratic shifts linked to the implosion of social media? These platforms constitute the landscapes inhabited by new generations, guided by opaque algorithms whose influence remains largely unacknowledged. They offer opportunities as relational spaces, identity showcases, and political activism hubs. Billions interact with them daily, yet few understand their inner workings. This article analyzes components designed to hijack attention and maximize profit: an addictive structure and a neoliberal semantics that normalizes misinformation and polarization. It highlights the effects on adolescent mental health and democratic coexistence, proposing urgent challenges for a truly educational pedagogical transformation aimed at the rescue of attention.
Copyright (c) 2026 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0
In Portugal, teacher education is governed by the Legal Framework for Initial Teacher Education, which establishes detailed and specific standards for teacher qualification and professionalization. Initial training for primary and secondary education requires a degree in Basic Education (LEBEN), followed by a professional master’s degree in the teaching area. In Brazil, the teacher education system is primarily regulated by the National Education Guidelines and Framework Law (LDB) and the National Curriculum Guidelines (DCN), under the guidance of the Ministry of Education (MEC) and the National Education Council (CNE). Additionally, incentive policies such as the Institutional Program of Teaching Initiation Scholarships (PIBID) and pedagogical residency programs aim to strengthen practice and ongoing training. Both countries require higher education for teachers, combining theory and pedagogical practice with school internships. However, Portugal adopts a two-stage training model (bachelor’s and master’s), while Brazil offers licensure programs that integrate pedagogical and subject-specific training into a single cycle.
Universities, schools, and communities in teacher education
The aim of this article is to present and briefly discuss a synthesis of English-language academic production on the theme of “universities, schools, and communities in teacher education.” The synthesis resulted from a scoping review conducted by the author after defining keywords, consulting various databases and focusing on the period between 2010 and 2022. In total, 64 articles were selected and read in full for the writing of this paper. The articles attest to the relevance of the topic but also highlight the scarcity of academic work on it. Definitions of key concepts and reports of experiences of partnerships between universities, schools, and communities in English-speaking countries are also shared here. Finally, a summary of the main guidelines and suggestions presented by Anglophone researchers on the subject is provided.
Motivations for Entering the Teaching Profession
This study examines the factors that influence preservice teachers' decisions to pursue a teaching career, considering current teacher shortages and increasing demands of the teaching profession. Content analysis of 149 narratives from master’s in teaching students at a Portuguese public university indicates that career choices result from the interaction of personal commitment, social influences, and professional aspirations. The results confirm that intrinsic and altruistic motivations are predominant, while contextual factors, including social, family, and professional environments, as well as extrinsic factors, also play significant roles. Identifying these motivations is crucial for attracting new teachers and for developing teacher education programmes that consider their motivations and expectations within the framework of the professional knowledge required for the teaching profession.
O acelerado desenvolvimento das tecnologias baseadas em Inteligência Artificial (IA) tem transformado as práticas pedagógicas e as relações no ambiente escolar, o que suscita a questão sobre quais os requisitos mínimos para explorar a IA na formação docente. Este trabalho apresenta uma pesquisa exploratória de natureza qualitativa, articulada a uma revisão narrativa da literatura e a uma perspectiva hermenêutico-crítica, sobre o uso da IA como ferramenta de apoio ao processo de ensino-aprendizagem, da formação de professores às práticas educacionais. A discussão associa evidências da literatura a experiências docentes reflexivas, incluindo o funcionamento de ferramentas GPT, suas limitações e implicações pedagógicas. Conclui-se que uma formação docente crítica e reflexiva, capaz de discutir a IA reduzindo vieses e sem ideologia, requer três conhecimentos mínimos: noções de lógica de programação, fundamentos conceituais e práticos de IA e ética no tratamento de dados pessoais, em conformidade com a LGPD.
Docências e suas aprendizagens: narrativas de professores/formadores e contextos emergentes
Neste estudo buscou-se compreender como as docências se constituem nos cursos de licenciatura, em contextos emergentes. A constituição das docências decorre de aspectos multidimensionais que permeiam a atividade docente. Essa pesquisa é de cunho qualitativo com abordagem narrativa sociocultural. Como instrumento usou-se entrevistas narrativas com professores de cursos de licenciaturas de uma universidade do Rio Grande do Sul. As entrevistas sinalizam que a formação para a docência decorre da atuação no campo formativo, mobilizada pelas atividades docentes de estudo, da autoformação e das vivências profissionais. Os docentes manifestam que é importante desenvolver uma prática educativa reflexiva, (trans)formadora, estruturada, inovadora e flexível para promoverem processos formativos, nos quais o aprender, o ensinar e o pesquisar tenham a mesma relevância. Destacam que o “novo” perfil dos estudantes impacta diretamente nos processos formativos, exigindo um trabalho colaborativo entre estudantes e professores, a partir dos contextos emergentes, considerando a pluralidade desses sujeitos em interação.
Is Didactics a Research Topic in Teacher Education? A State of Knowledge based on the Revista Internacional de Formação de Professores (RIFP)
This article investigates the correlation between Didactics and Teacher Education in the publications of the International Journal of Teacher Education (RIFP). This is a State Knowledge study aimed at surveying the articles that address this topic throughout the journal’s first decade, since its founding in 2016. It was found that less than 3% of all articles published in RIFP contain the word “Didactics” in the title and/or subtitle. This corresponds to only nine (09) articles, of which eight (08) articles were effectively inventoried, which address Didactics in teacher education as praxis, self-education, and research field. Based on this State of Knowledge review, it is concluded that the topic of Didactics in teacher education constitutes a fertile field for future research.
Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0
Pedagogical changes by leading education researchers in the wake of the COVID-19 pandemic
The COVID-19 pandemic deeply affected students and teachers at all educational levels and placed universities in an emergency online teaching context. This article examines the experiences of leading education researchers, aiming to understand how they lived through teaching during confinement and what changes emerged in their practices and professional development. Thirteen highly cited academics in Education Sciences, identified through Web of Science, were interviewed using a validated phenomenographic design. Findings show that these expert researchers underwent significant didactic and formative transformations during and after confinement. The study highlights lessons relevant for contemporary education and for future comparable scenarios, such as the need to humanize teaching, the importance of online tutoring, and the opportunity to deepen one’s own development through more radical approaches that go beyond disciplinary and transversal framework
Quality of Life and teacher illness in the New High School
The precarization of work and the constant educational reforms factors that contribute to growing dissatisfaction with quality of life and, consequently, to increase illness among high school teachers. This study analyzes how issues related to teachers’ quality of life and illness are addressed in academic research within the field of Education in Brazil, with an emphasis on the context of the New High School Reform. It is a qualitative study, classified as a State of Knowledge review, conducted across three databases of theses and dissertations, covering the period from 2017 to 2024, corresponding to the enactment of Law No. 13,415/2017, which established the New High School. The analysis indicates that poor working conditions, excessive workload, low salaries, and violence in the school environment negatively affect teachers´ physical and mental health. The implementation of the New High School is identified as a factor likely to intensify these harmful effects on teachers’ well-being.
The work of teaching considering the anthropological concept of exchange
By first considering the anthropological concept of exchange defined by Marcel Mauss, this text will seek to define a concept of teaching work that is attributable to specifically school-related experiences by means of observation, reading and interpretation of the archive (in the sense used by Michel Foucault). Divided in two parts, the first section presents the concepts and symbolism with which the notion of work gained positive and dignifying forums, while leisure became vile and disdained. In the second section I will present a form of understanding the work of teaching through exchange values existing in the relationship between teacher and students inserted or not in a capitalist sociability. It concludes that today, work is not a source of values, but of information, whose strongest consequence is the idea that the school is the finality of life.
Formação de professores em tempos de mudança
In an international context marked by profound social, political, and educational transformations, this paper analyses the current challenges of teacher education, with a particular focus on Physical Education. It discusses the tension between bureaucratic models of professionalism and proposals for critical and transformative professionalism, arguing that teacher education should be conceived as a continuous, situated, and collaborative process, oriented toward the promotion of social justice and the transformation of teaching practices in real school contexts. The paper also advocates for the reconfiguration of teacher education programs, emphasizing the integration of theory, practice, and research, collaborative work within communities of practice/learning, and the creation of inclusive and pluralistic learning environments. This contribution aims to enrich the debate on teacher education by proposing pathways toward a more critical, collaborative, and socially committed professional practice.
The culture of encounter as a strategy for continuing teacher training
The article begins with the question: how do teaching proposals, emerging from the continuing education practices of the Franciscan Education Network, contribute to strengthening personal and professional development, fostering advances in the Network's educational proposal? The qualitative methodology used Franciscan hermeneutics for analysis and presents an excerpt from a doctoral dissertation, whose research was conducted in discussion groups with elementary school teachers from the Franciscan Education Network. One of the dissertation's findings points to the culture of encounter as a path toward continuing education. Although aware of the value of training through media, face-to-face encounters are considered a vital experience and give meaning to teacher education because, in the presence of others, self-construction becomes possible. Living in a predominantly virtual world, the teachers revealed that the main human longing remains the gaze, the embrace, the presence, the word, and the sharing of life.
The covid-19 pandemic and the psychic impacts on university professors
The coronavirus pandemic has generated a series of changes in the course of society as a whole. All social sectors have been impacted, including education, demanding quality in teaching and learning processes, especially with limited space, time, and tools. This article presents the psychological and social impacts on professors at a higher education institution in Cascavel, Paraná. The objective is to identify anguish, symptoms, and helplessness as effects of the pandemic and interpret them based on Freudian psychoanalytic theory. This is a qualitative study developed through the application of a self-administered questionnaire created by the researchers themselves. Thirty-four professors from different fields participating in the Human Connections project participated in the study. The results also revealed that when questions about mental life and educational quality were asked, few responses were obtained relative to the number of professors at the institution, which represents a resistance to psychoanalysis' involvement in its own subjectivity. The historical milestone, pandemic and post-pandemic, forces individuals and the collective to broaden their reflections on which choices are basic and secondary for living.
Cartographies of Teacher Education: Didactics, Curriculum, and Pedagogical Work between Ruptures and Transitions
This article proposes a critical reflection on the articulation among didactics, curriculum, and pedagogical work, drawing on the analysis of three theoretical approaches that place productive tensions on and expand the field of teaching practice, namely Historical Critical Pedagogy, the thought of Paulo Freire, and Cultural Studies. The methodological path is structured in three moments: the conceptual definition of foundational categories; the comparison among theoretical perspectives regarding their philosophical grounds, educational conceptions, and formative aims; and, finally, the analysis of the problem situation represented by the inverted world map, recently published by the IBGE, understood as a cultural artifact capable of mediating plural and critical pedagogical readings. The study shows that teaching practice requires more than technical command, it demands a grounded and communicative praxis committed to social transformation and to the denaturalization of hegemonic discourses
The article analyzes the potential of YouTube as an educational platform to promote self-directed learning and stimulate teacher autonomy. The central question investigated how digital media can contribute to the complementary training of teachers and what skills are necessary for its critical use. The research, of a qualitative and descriptive bibliographic nature, revealed that YouTube can enrich pedagogical practices, as long as teachers develop skills such as curatorship and critical reflection, ensuring a consistent and quality formative appropriation.
Between political engagement and institutional management:
This article analyzes the meanings attributed to teaching in Youth and Adult Education (EJA) based on the formative narratives of two public school teachers from the municipality of Montes Claros, in the state of Minas Gerais, Brazil. With distinct professional trajectories—one oriented toward political-pedagogical activism and the other aligned with the institutionalization of teaching practice—the participants reveal plural ways of constructing a professional identity within EJA. The research adopts a qualitative approach, grounded in biographical-narrative methodology (Monteagudo, 2014; Nóvoa, 2007), and is based on narrative interviews (Bauer & Gaskell, 2002), analyzed through Content Analysis (Bardin, 2011). Based on the categories of teaching identity, formative experiences, pedagogical practices, and the meanings attributed to EJA, the study identifies both convergences and contrasts in the teachers’ conceptions and practices. The findings highlight that teaching in EJA is shaped by symbolic, political, and pedagogical disputes, reflecting diverse ways of interpreting the educational modality, its subjects, and its goals. The study reaffirms the importance of listening to teachers’ life histories as a formative tool and as a means of valuing EJA as a specific domain of professional practice.
A atuação do professor orientador de estágio
Este estudo teórico-reflexivo analisa, fundamentado em Zabalza, três dimensões essenciais da atuação do orientador de estágio: intenção, papel e nível de envolvimento. A intenção refere-se às finalidades e objetivos que orientam a ação pedagógica; o papel compreende as responsabilidades e funções assumidas durante o processo formativo; e o nível de envolvimento diz respeito ao grau de comprometimento e participação nas atividades desenvolvidas. A análise baseia-se na experiência de três professoras orientadoras de uma Instituição de Ensino Superior em Santa Catarina. O estudo busca integrar teoria e prática, aprofundando a compreensão dessas dimensões e suas implicações para a formação inicial dos futuros docentes. Conclui-se que o processo de orientação é dinâmico e recíproco, em que orientadores e estudantes constroem conjuntamente suas identidades profissionais. Essa interação fortalece a identidade dos futuros professores e reafirma o compromisso com uma educação ética, crítica e transformadora, capaz de enfrentar desafios com autonomia e responsabilidade.
Formación del Profesorado en la Universidad: Signos de tiempos turbulentos
La decolonialidad planetaria nos reúne a través del pensamiento docente para intervenir en uno de los escenarios más importantes: la formación docente universitaria, como una necesidad urgente en la actualización y el perfeccionamiento de su trabajo, pero sobre todo, en la formación del sostén humano que se forja para los centros educativos y el país. Así, hemos cumplido el complejo objetivo de analizar la formación docente universitaria, con la deconstrucción rizomática como transmétodo que ha dado paso a una reflexión ética sensible sobre lo que subyace a la universidad, la formación y el futuro de la función docente. Continuamos entrelazando profundas relaciones donde deconstruimos y reconstruimos como una forma de descolonizar y completar.
The field of teacher education in the productions of the International Journal of Teacher education
This article presents a systematic review of studies published in the International Journal of Teacher Education, from 2016 to 2025, with the aim of understanding how the field of teacher education is presented in the scope of publications. In dialogue with André (2010), Diniz-Pereira (2014), Militão, Oliveira and Fontana (2024), 195 articles of continuous flow were reviewed, whose analyses focused on three thematic emphases: teacher formation, initial formation and continuing formation. The results indicate the existence of an object of investigation specific to teacher education. In many studies, the discussion undertaken is intertwined with the theoretical-methodological foundation of other fields of knowledge. The conclusion is in favor of the importance and need to establish and affirm teacher education as a field of construction of epistemic, theoretical and methodological knowledge.
A contribuição das narrativas de bell hooks para a formação de professores
A formação de professores amplia espaços democráticos ao ser atravessada pelas lutas que avançam para a sala de aula, pelas docências que transgridem. A professora Gloria Atkins passou uma vida como transgressora de espaços não feitos para mulheres negras. Hoje, jovens trilham seus passos, leem suas histórias e citam suas orientações. Temos por objetivo convidar para a discussão sobre bell hooks na formação de professores, apresentando suas narrativas e experiências de vida como chamamento às mulheres em formação para a docência, implicadas na luta por uma educação das relações étnico-raciais. Metodologicamente, revisitamos a produção bibliográfica de bell hooks, percorremos suas escritas e aproximamos as questões etnico-raciais à vontade de rever os princípios formativos para a formação docente. Considerando que apenas estamos no início deste compromisso, as leituras e debates feitos em aulas de licenciaturas podem vir a encorajar muitas/os professoras/es a assumir uma condição antirracista em suas aulas.
Alfabetización transmetodológica como praxis en la transformación de sí en la educación, docencia e investigación
Se sustentan esencias de la alfabetización transmetodológica como praxis en la transformación de sí en la educación, docencia e investigación como objetivo de la indagación. Con las transmetodologías, el transparadigma complejo y le transmétodo la hermenéutica comprensiva ecosofía y diatópica, en los momentos analítico - empírico y propositivos. Concluimos inconclusamente haciendo camino al andar; mientras se anhela contar las estrellas en forma poética para expresar el mar de incertidumbre por conocer así vivimos en un ¡yo sólo sé que no sé nada!, al estilo Sócrates. Es nuestra humildad de investigadores que cada día conseguimos brotes en nuestros discursos para seguir tejiendo la complejidad de la vida. Rescatamos para rescatarnos como sujetos pensantes en nuestra transformación del sí; vivenciando nuestro entramado ser para el aporte de la humanidad en la docencia, educación e investigación; con fervor y amor por el educando; honramos a Dios al honrarlo a ellos.
Ten years of contributions to teacher training: an analysis of publications in the International Journal of Teacher Training (RIFP)
This study aims to analyze the contributions and scope of the publications of the International Journal of Teacher Training (RIFP) over the last ten years, identifying the main research topics, the areas of knowledge covered and the contributions to teacher training. Created in 2016, RIFP has a continuous publication, with Qualis A4, and brings together productions from several countries, such as interviews, reviews, thematic dossiers and articles. This research, of bibliographic nature and quantitative-qualitative approach, analyzed the material made available in RIFP, highlighting topics such as new teaching methodologies and strategies, continuing education and the role of technologies in education. The study concludes that RIFP has been fundamental in promoting reflections on improving educational quality, with a focus on teacher training.
This article analyzes the impacts of neoliberalism on Brazilian public education, focusing on the reconfiguration of teaching and the hijacking of teachers’ professional autonomy. Based on a theoretical-critical approach and grounded in authors such as Freire, Nóvoa, Giroux, Contreras, Laval, and Saviani, the study articulates documents, public policies, and specialized literature. The findings indicate that the technocratic and managerial model imposed by neoliberalism subordinates pedagogical practice to a logic of efficiency, performativity, and standardization, weakening its critical and emancipatory role. Nonetheless, spaces of resistance emerge in everyday school life, teacher collectives, and critical training processes, reaffirming teaching as an ethical, political, and transformative practice. The study concludes that strengthening teacher autonomy requires robust public policies, reflective continuing education, and recognition of teachers as historical and critical intellectual subjects
Este artigo apresenta os fundamentos epistemológicos, políticos e metodológicos da Pesquisa-Ação Pedagógica (PAPe), abordagem qualitativa concebida com base em mais de vinte investigações realizadas na e com a práxis educativa, em diálogo com docentes, coordenadores e gestores. A partir da pergunta “como constituir uma metodologia crítica enraizada na práxis pedagógica e comprometida com a transformação da realidade educativa?”, analisa-se a PAPe como epistemologia crítica que reconhece os territórios educativos como espaços legítimos de produção de saberes e resistência às racionalidades dominantes. Sua dinâmica baseia-se na escuta crítica e na valorização de vozes silenciadas, configurando a prática pedagógica como investigação situada e emancipatória. Os resultados indicam que a formação participativa fortalece a autonomia docente, contribui para superar a consciência ingênua e favorece práticas de resistência frente a políticas neoliberais. A PAPe desafia a racionalidade positivista e afirma-se como expressão da pedagogia crítica.
Teacher training in a collaborative community: from conception to practice
The aim of this article is to discuss aspects of the process of setting up a collaborative teaching community. It is a qualitative study carried out with secondary school teachers from public and private schools in different regions of Brazil. The study is based on the assumptions of collaborative research, which includes both research and continuing teacher training activities, in a process of co-construction of knowledge. The main results indicate that the proposal was efficient in promoting a rich space for debate, reflection, learning, welcoming, empathy and respect, aspects that are fundamental for the constitution of communities of this nature. There was also a clear need to create more spaces that value the experiences and voices of teachers working in basic education.
TEACHER PERFORMANCE IN THE SHADOW OF STUDENT PERFORMANCE
This article analyzes the relationship between teacher and student performance in the Brazilian educational system, questioning instructionist pedagogical practices and their impact on learning. The research is based on the question: How does a teaching model centered on content reproduction contribute to the "unlearning effect" and educational exclusion? The qualitative-interpretative methodology includes a critical analysis of Ideb-2021 data and a literature review, drawing on authors such as Demo and Dehaene. The results reveal a progressive decline in learning, particularly in mathematics, highlighting weaknesses in teacher training and pedagogical organization. The discussion underscores the need to overcome the instructionist model, advocating for authorial practices that foster student autonomy and protagonism. The study concludes that emancipatory education requires revaluing the teacher’s role as a mediator and centering learning as an active and transformative process, which is essential for combating structural inequalities and ensuring educational inclusion.
The Professor do Amanhã Program and the democratization of access to undergraduate courses:
Dropout rates in higher education are a worrying phenomenon, especially with regard to undergraduate courses, which have also seen low demand in recent years. In this context, this article seeks to discuss, from the student perspective, the importance of the Professor do Amanhã Program for initial teacher training and the democratization of access to undergraduate courses. This is a qualitative research, of the exploratory case study type, which sought data from an anonymous questionnaire sent to students of the Professor do Amanhã Program at La Salle University (Unilasalle). The results show that the democratization of higher education consists of policies with a double dimension: in addition to access, they need to include ensuring retention. The modeling of the Program in question greatly contributes to subsidizing, in addition to the course, food and transportation, contributing to retention.
Autonomy, Heteronomy and a bridge to authorship:
This research sought to identify signs of belonging and recognition among the teaching staff at the Professor Sérgio Lopes Municipal School, based on Cornelius Castoriadis' Social Imaginary. These subjects said they were different, but what does this word actually represent? Using the cartographic method, open interviews were conducted in search of signs of belonging between these subjects and the School. The Political Pedagogical Project was used as a teaching instrument, and therefore needed to be reformulated to represent and consolidate the real practices and values of that place. The research revealed that the School seeks an inclusive and innovative teaching profile, aligned with the needs of the community. It is concluded that education, based on dialogical and affective relationships, promotes emancipatory processes, allowing teachers to assume an authorial and autonomous role; and this mapping can be applied in teacher training in other institutions in the search for coherent structures between knowledge and practice.
Reflections on Teacher Education at the University of Aveiro between 1979 and 2009
This text presents a personal and philosophical reflection on the evolution of teacher education at the University of Aveiro between 1979 and 2009. The author analyzes three key stages in the educational journey: emotional, critical, and prospective enthusiasm. It highlights challenges, tensions, and proposals to address current educational crises, with an emphasis on transdisciplinarity and pedagogical innovation.
The education of physical education teachers
This study analyzed scientific productions to understand the methods used and origins of research on teacher education in Physical Education, aiming to assess their contributions to undergraduate programs. A literature review was conducted using SciELO, selecting 25 publications from 276 articles. Key research focuses include the connection between universities and schools, the role of teacher educators, the dominance of sports-related practical knowledge in training, professional knowledge for teaching, and reflections on the role of schools. Additionally, the court is highlighted as a space for knowledge construction