Continuous teacher education from the perspective of meaningful learning theory

Abstract

of improvement and quality of learning, within the context of the continuing education of teachers. In this sense, the Theory of Meaningful Learning is articulated in the study as a path to teacher education, based on the proposition of a continuing education course offered to a group of teachers from the early years of elementary school. The training, organized in the form of a Potentially Significant Teaching Unit (UEPS), was intended to theoretically subsidize teachers for the development of pedagogical content-PCK knowledge (SHULMAN, 2015) and also to offer tools for the articulation of practical and didactic, in search of more qualified learning. It is concluded that the theoretical-practical movement proposed in the course allowed participants to reflect on their praxis, as well as to raise awareness and strengthen teaching practices, consolidating knowledge and improving knowledge that help teachers in teaching.