TOMELIN, Nilton Bruno    RAUSCH, Rita Buzzi. Continuous Teacher Training For A Decolonial Basic Education: From Criticism Collective Self-Training. []. , 36, 2, e23043.   18--2023. ISSN 0871-9187.  https://doi.org/10.21814/rpe.29238.

This study is part of a survey carried out with a group of Basic Education teachers from a Municipal Education Network in Santa Catarina (Brazil), who meet periodically on a voluntary basis to practice collective self-training. This group aroused our curiosity to investigate: which aspects of the inservice education of Basic Education teachers, discussed theoretically, mobilized a group of teachers towards collective voluntary self-training for a possible decolonial education? The aim is to identify aspects of the inservice education of Basic Education teachers that, according to the theoretical discussion of this study, can provide a decolonial education. The research is qualitative and the data were generated through narratives and analyzed using the evidentiary paradigm. To support the discussion, Nóvoa centralizes the debate around the essential change in school and teaching, and Canário, Imbernón, Garcia, Roldão, and Walsh strengthen the discussion towards a different formation. The main aspects of continuous teacher training that provide decolonial education involve discussions about: a) understanding continuous education as mere training; b) the lack of authorship of teachers in their formation; c) the lack of connection between what is covered in training and what is experienced in practice; d) the fact that specificities and contexts are disregarded in the teacher training scenario. Thus, collective self-education can be a path to consolidating teaching identity, so that it is possible to establish autonomous and collaborative training.

: Collective teacher self-training; Continuous teacher training; Decolonial perspective..

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