Continuing training of teachers and pedagogical practices: relationship with knowledge

Abstract

The study aims to foster reflections on the continuing education of teachers, pedagogical practices, student leadership and the relationship with knowledge in view of the general competencies listed in the National Common Curricular Base (BNCC). It is a bibliographic and documentary research, which dialogued with authors who affirm the relevance of a formation that privileges the construction of knowledge and pedagogical practices for the teaching performance as mediators of a process that is biopsychosocial and singular. It became evident that teacher training focuses on the relationship with knowledge through student leadership and pedagogical practices that demystify what I want at and from school, why I go to school, the knowledge and the taste of an education that does not cast, but that promotes changes and the potential for mobilization.