CONTINUING EDUCATION FOR TEACHERS BASED ON PEDAGOGICAL INNOVATION: CONTRIBUTIONS OF LITERACY AND TEXTUAL GENRES TO THE ENHANCEMENT OF TEACHING PRACTICES AND THE DEVELOPMENT OF THE TEACHING-AND-LEARNING PROCESS
DOI:
https://doi.org/10.66104/7vw0p024Keywords:
Continuing teacher education, Pedagogical innovation, Literacy, Textual genres, Teaching practices, Teaching and learningAbstract
Continuing education for teachers is one of the main challenges in promoting quality in basic education, especially in light of the social, cultural, and technological changes that impact teaching and learning processes. In this context, this study analyzes the contributions of literacy and textual genres to the improvement of teaching practices, with pedagogical innovation as its central focus. The study is based on the understanding that the teaching of the Portuguese language must transcend traditional approaches centered on the reproduction of content, favoring contextualized, critical, and socially meaningful practices. Methodologically, the research is conducted using a qualitative approach grounded in field research, employing questionnaires, semi-structured interviews, and document analysis as data collection tools. The participants are teachers in the final years of elementary school, whose perceptions, experiences, and practices related to working with text genres and literacy are analyzed in light of theoretical frameworks in the fields of education and language. The results show that continuing education significantly contributes to strengthening teachers’ pedagogical competencies, promoting the incorporation of active methodologies, the critical use of digital technologies, and the expansion of reading and writing practices in real-world communication contexts. Furthermore, it was found that systematic work with text genres enhances literacy development, promoting greater student engagement, meaningful learning, and a closer connection between school and social language practices. It is concluded that continuing education grounded in the principles of pedagogical innovation, literacy, and text genres represents a relevant strategy for transforming educational practices, contributing to the improvement of the teaching and learning process and to the construction of a more critical, inclusive, and contextualized education.
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Copyright (c) 2026 Luiz Fernando Ridolfi, Claudiana de Sá Ferraz Gomes Vilarim, Enizita Kuka Simette, Lindaura Rodrigues Carneiro, Ireny Bueno Dantas, Rosane Szostak, Samira Martins Garib, Ana Paula Marques de Melo Lourenço, Claudineia Eva Gomes dos Santos, Elizângela Neves de Albuquerque
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