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
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.
Copyright (c) 2026 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
Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
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.
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
This article analyzes the impact of the Pioneering Schools Program (PEP), an initiative of the Moroccan 2022-2026 education reform, after one year of experimentation. The PEP employs structured pedagogies, explicit teaching, and the Teaching at the Right Level (TaRL) approach to address the learning crisis in public schools. Through four independent evaluations, the study assesses the program's effects on learning outcomes in Arabic, French, and mathematics in primary education. The results show significant gains, with an average effect size of 0.90 standard deviations, positioning the PEP among the most effective educational interventions in low- and middle-income countries. Success depends on evidence-based strategies, teacher training, strong leadership, and monitoring of learning through the MASSAR platform. The widespread implementation of the program in primary schools and its extension to secondary schools face challenges related to training, funding, and political resistance.
Historical-Critical Pedagogy and academic progression: contributions from a study group (2018-2022)
This article discusses the impact of Historical-Critical Pedagogy (PHC) on the academic training of members of a study group in Paraná, Brazil. The study aimed to investigate how the principles and practices of HCP influence the training and professional development of participants. Methodologically, the study is based on a bibliographic and documentary approach, whose data were subjected to content analysis. The results indicate that HCP contributed to the development of critical thinking, intellectual autonomy and academic engagement of the group members. In addition, continuous participation in the study group proved to be essential for the construction of a solid theoretical basis and for the improvement of pedagogical practices. The study showed that HCP plays a central role in the academic and professional growth of participants, encouraging them to continually seek new knowledge.
Are teacher training programs effective?
The study compares the effectiveness of long and short teacher training programs in the face of a teacher shortage. Some research questions the superiority of long programs, pointing to a lack of evaluation of their impact and the presence of pedagogical myths. Studies suggest that short programs can be just as, if not more, effective, based on student performance. The authors call for rigorous evaluation of all teacher training programs and the abandonment of educational misconceptions.
Integrative Review on the Teaching of Psychology in Initial Teacher Education in Brazil
Educational psychology has influenced teacher education in Brazil since the Normal Schools, through professional regulation in 1962, and the curricula of current teaching degrees. This study aims to understand the contributions of psychology to initial teacher training by analyzing psychological disciplines and content in teaching programs. A qualitative integrative review was conducted, including studies published between 2013 and 2023 in the Periódicos Capes and Scielo databases. After applying inclusion and exclusion criteria, 10 studies were selected, with thematic analysis performed using the Parsifal and MaxQDA software. The results highlight psychology's contributions to theoretical and methodological aspects, with theories such as those of Vygotsky, Piaget, and Rogers enriching the understanding of human development, learning, and cultural diversity. Topics such as bullying and giftedness illustrate psychology's relevance in addressing educational challenges. Despite progress, debates persist about its role as an emancipatory or utilitarian tool in education.
For an anti-racist Physical Education: possibilities of the cultural curriculum
The article discusses the possibility of promoting anti-racist Physical Education. To this end, it denounces the exclusionary and elitist tradition of the component, and presents the cultural curriculum, known to be in favor of differences. She argues that this proposal uses artificial language, a concept developed by Masschelein and Simon (2017), to defend a school that values other knowledge. It identifies this use of language in experience reports that thematize body practices from Afro-Brazilian and indigenous matrices. She concludes that anti-racist Physical Education can take place through didactic situations that problematize distorted representations and deconstruct pejorative discourses regarding counter-hegemonic cultural manifestations, as well as the people who participate in them.
Copyright (c) 2024 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of continuous teacher training focused on student learning
Continuous teacher training is essential for improving pedagogical practices and, consequently, student learning. However, few studies directly investigate the impact of such training on student performance. The main issue addressed in this article is how to effectively assess the impact of continuous teacher training on student learning, considering the various factors that influence the educational process. The methodology used was an integrative systematic review based on the PRISMA model, analyzing 14 studies on continuous training and its effects. The analysis identified that mixed methodologies, combining theory and practice, promoting collaboration among teachers, and using quantitative data (such as IDEB and SPAECE), are the most effective. As a result, a structured continuous training framework was proposed, with clear steps to assess its impact on student learning. The proposal includes continuous monitoring and the use of external evaluations, offering a methodological pathway to improve both pedagogical practice and academic outcomes.
Portuguese Teachers’ Experience During the Pandemic: Lessons Learned and Changes to be Done
This paper is part of a broader study which aims at investigating teachers' experiences during the pandemic. The study focuses on teachers' professional learning and changes to be developed based on their experience during online teaching. The study is part of an international project which involved 2,638 teachers from all sectors of education and across all disciplinary areas. Data were collected through an online questionnaire. Findings indicate that, despite facing big challenges posed by the abrupt shift to online teaching, teachers acquired new skills related not only to the use of digital platforms but also to activity planning, collaborative work, and formative assessment. However, they also expressed the need for change, particularly regarding continuous education, teaching conditions, and access to resources.
Continuous training of teachers post-covid-19 pandemic
This study addresses the importance of initial and continuing teacher training, with the aim of analyzing the evidence left by the COVID-19 pandemic crisis and discussing how it can help in the process of continuing training in the post-pandemic context. In order to answer the central question of this research, namely: how can the evidence left by the COVID-19 pandemic crisis contribute to improving continuing teacher training in the post-pandemic context? We carried out a bibliographical survey analyzing publications between 2020 and 2022 that discuss the impacts of the pandemic on education. The study concludes that, despite the challenges faced during remote teaching, the pandemic also provided learning opportunities regarding educational technologies, which can be incorporated into pedagogical practices. The research offers contributions to rethink teacher education in the post-pandemic period, with an emphasis on developing flexible and adaptable formative practices, prepared for the challenges of contemporary education.
Teaching laboratories and science teacher formation
This research aimed to carry out a bibliographical survey to understand how research in the area of ​​Science Teaching has approached Science Teaching Laboratories in the context of teacher training. The approach was qualitative and three databases were investigated. After applying the inclusion and exclusion criteria, eight studies were selected and analyzed using the Discursive Textual Analysis approach, resulting in the creation of a final category - Initial and continuing teacher formation; and three intermediate categories 1. Preparation and availability of teaching resources; 2. Integration with Basic Education and 3. Collaborative space. The results demonstrated that Science Teaching Laboratories have contributed to teacher training, as they integrate teaching, research and extension actions. As well, they encourage critical reflection on pedagogical practice and integrate practical and theoretical knowledge.
Teacher self-education as an object of research
This paper presents and discusses how the theme of teacher self-education has been approached as an object of research. It was developed through a bibliographic survey, of the state of knowledge type, which covered a period of 10 years (2013 to 2022) and used the Brazilian Digital Library of Theses and Dissertations, the CAPES Periodicals Portal and the Proceedings of the National Meetings of ANPEd as sources of consultation and analyzed 39 studies. Most of them deal with teacher self-education as the result of a process of recording and analyzing narratives about a particular experience. Few studies address the relationship between teacher self-education and digital technologies, which reveals a gap in the field. Since teachers are practitioners of digital culture, it is necessary to broaden the debate about the benefits and risks of using and discussing digital technologies in their self-education.
The article explored discourses on teachers in training, focusing on Biology undergraduates in two educational contexts—science museums and universities. The study involved professionals from the educational sectors of the Museum of Life Fiocruz and the National Museum/UFRJ, as well as Biology faculty from three public universities—State University of Rio de Janeiro, Federal Fluminense University, and Federal Rural University of Rio de Janeiro. The theoretical framework was based on Bakhtin and the Circle's socio-historical perspective of language, and semi-structured interviews offered deeper insights into the subjects' meaning-making. The analysis identified three themes: a) Museum education: value positions and interlocutors; b) Activities focused on teachers and undergraduates; c) Perspectives on educational processes with teachers in training. The study revealed individual efforts for joint activities and emphasized the need to institutionalize relations between museums and universities.
Typology of educational products and processes developed in a stricto sensu program for teacher training
The study aimed to survey and analyze the educational products and processes developed in the Professional Master's Degree in Science and Mathematics Education (PROFECEM), at the State University of Mato Grosso do Sul (UEMS), defended from 2017 to 2022. The question that guided the research was: What is the typology of the educational products and processes developed in the Professional Master's Degree in Science and Mathematics Education at UEMS? Data collection was carried out in the program's dissertation database and categorized by year, typology, and area of ​​knowledge. Over this period, seventy-nine products were developed, revealing a significant predominance of didactic sequences in the various areas of the program. In addition, a growing trend in diversity and innovation was observed over time, which points to an improvement in the quality and diversity of the educational resources developed and, consequently, in the teacher training process.
The use of reflective narratives in teacher training
During their professional careers, teachers construct and re-signify their teaching knowledge, and moments of continuing education are especially conducive to such mobilization. This study aims to identify how the elaboration of reflective narratives and their collective discussion bring elements of the construction and restructuring of teaching knowledge by teachers participating in a training course on Critical Environmental Education and Media Literacy. To this end, we developed a qualitative study that analyzed 27 reflective narratives and the discussion established by the teachers during a conversation circle after writing the reports. It was possible to perceive that the teachers were able to reflect and re-evaluate their own practices, became aware that they were still professionals in training, and established relationships between personal knowledge, school knowledge, and teaching experience. We also showed that, by exchanging experiences, successes, and difficulties, new knowledge was constructed by the teachers and much of the knowledge already acquired was re-signified.