摘要：This article proposes to discuss the role of the municipality in the ongoing formation of teachers in service under the bias of the teachers who work in public schools in the Triângulo Mineiro.In order to deepen the studies on the subject we use authors such as Shiroma, Libâneo, Freire, among others.From the theoretical-methodological point of view, we base ourselves on Minayo when affirming that, by making a reflection on thedialogue between hermeneutics (understanding) and dialectic (critical), the principles for the operationalization of the method of interpretation of meanings are brought.A field survey was carried out in six schools through a semistructured interview with 30 teachers.In general, based on the analysis of the many voices heard, we understand that innumerable proposals for continuing education have been implemented overthe years in the said municipality and, announced as eradicators of teachers' difficulties, as a solution to their problems, speech innocuous.We observe that the role of the municipality in promoting the continuing education of teachers is subject to national public policies and that there is no continuity, above all, it is at the mercy of larger interests, economic and political at the expense of effective school needs.In this way, a proposal for a truly continuing education will only be legitimate and meaningful when professionally enriching teachers; in this way, it will be a process built in the school routine, within the profession itself.
关键词：Formação de professores;Formação Continuada de Professores;Papel do Município
