Revista Internacional de Formação de Professores https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp <p>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.</p> <p>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. </p> <p>A Revista aceita artigos em português, espanhol e inglês. </p> <h3>Qualis/CAPES (Avaliação)/Evaluation (2017-2020) A4</h3> Coordenadoria de Pesquisa, Inovação e Pós-Graduação do IFSP - Itapetininga pt-BR Revista Internacional de Formação de Professores 2447-8288 Historical-Critical Pedagogy and academic progression: contributions from a study group (2018-2022) https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/2246 <p>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.</p> Lilian Késia Muniz de Souza Ana Paula Vitali Solange Franci Raimundo Yaegashi Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0 2025-04-15 2025-04-15 e025004 e025004 Are teacher training programs effective? https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/2217 <p>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.</p> Christian Boyer Steve Bissonnette Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0 2025-04-15 2025-04-15 e025003 e025003 Integrative Review on the Teaching of Psychology in Initial Teacher Education in Brazil https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/2157 <p>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.</p> Pablo Mateus dos Santos Jacinto Hellen Mara Moreira Cardoso Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0 2025-03-25 2025-03-25 e025002 e025002 Continuous training of teachers post-covid-19 pandemic https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/1942 <p>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.</p> Manuel Bandeira dos Santos Neto Eliane de Jesus Araujo Copyright (c) 2025 Revista Internacional de Formação de Professores https://creativecommons.org/licenses/by-nc-sa/4.0 2025-01-07 2025-01-07 e025001 e025001