Continuing teacher training and reframing pedagogical practices in contexts of social vulnerability: evidence from a case study in Basic Education

Abstract

This study analyzes the contributions of continuing education to the reframing of pedagogical practices among teachers working in socially vulnerable contexts in basic education. It is based on the assumption that the complexity of the social realities experienced by students requires teachers to combine pedagogical skills, social sensitivity, and ethical-political commitment. The research, which takes a qualitative approach, is characterized as a case study developed in a municipal public school in southern Brazil, involving teachers from the early years of elementary school. The data were produced through semi-structured questionnaires, observation of pedagogical practices, and documentary analysis of the institution's Political-Pedagogical Project, and were subjected to analytical triangulation. The results highlight weaknesses in initial teacher training to address the demands imposed by social vulnerability, as well as the need for more inclusive, contextualized pedagogical strategies that are sensitive to the socio-emotional dimensions of students. It is noteworthy that continuing education, when built on the real demands of everyday school life, is a fundamental tool for professional teacher development, promoting critical reflection on practice, strengthening pedagogical bonds, and promoting more equitable educational responses. It can be concluded that continuing education is a strategic axis for redefining teaching practices and consolidating a more inclusive and welcoming public school system that is committed to guaranteeing the right to quality education in socially vulnerable contexts.