Continuing education as a space for teacher listening and reflection

shared knowledge in the early years

Abstract

This study investigated the perceptions of 27 early years teachers regarding a continuing education program promoted by a municipal network in Paraná, Brazil. Using a qualitative and interpretative approach, questionnaires, document analysis, and focus group interviews were conducted. The analysis was based on authors such as Schön, Imbernón, Zeichner, Nóvoa, and Marcelo Garcia, revealing that valuing teaching practices, peer sharing, and collective listening contributed to professional strengthening. Participants reported advances in the re-signification of practices, the use of playful strategies, and the development of a more investigative stance. However, they also pointed out limitations such as time overload, difficulties in exposing their practices, and the need for greater systematization of proposals. Teachers suggested that future training programs consider the school reality, promote spontaneous material exchanges, and ensure active listening. The findings indicate that situated and dialogical training fosters teacher engagement and professional development.