摘要：This paper presents refl ections on the continuing education of teachers in the current Brazilian context, aiming to identify its infl uence on the pedagogical practice of public primary school teachers in the city of Porto Alegre, Rio Grande do Sul. The study is based on authors such as Tardif and Lessard (2012), Libâneo (2004), Nóvoa (2002), Demo (2002, 1996, 1993) and Freire (2001, 1991), among others. The data were obtained through a descriptive qualitative research project with an intentional sample that used a questionnaire to produce the database. The questions directed to teachers aimed to identify how they analyze their education and how it bears on the qualifi cation of their pedagogical action. The data were analyzed based on the readings and dialogues held during the seminar on “Initial and Continuing Teacher Training: Curricula and Practices” that is part of the Graduate Studies Program in Education at the Federal University of Rio Grande do Sul. This preliminary study indicates that changes occur in teaching practices and in processes of knowledge construction as teachers seek to develop their continuing education. Keywords : continuing education for teachers, pedagogical practice, public schools.
