EDUCATIONAL POLICIES:

THE CONTINUING EDUCATION OF TEACHERS ON THE BRAZIL – PARAGUAY BORDER

Abstract

To analyze the proposals for Continuing Education of teachers, combined with the oficial
documents from the perceptions and experiences of teachers on the Brazil – Paraguay border region
is the purpose of this article. To obtain the proposed objective, we inquire: Has the Continuing Education
of teachers in Brazil and Paraguay contributes to the exercise of the pedagogical demands
existing in contemporary times? Therefore, we seek with a methodological path of biblioghraphic
review, document analysis in the countries of Brazil and Paraguay, fundamentally in the Education
Plan and in the Education laws, specifically the Directives and Bases of Education Law – LDB
(Brazil), and the General Education Law of Paraguay. The theoretical framework was produced
according to Bardin’s (1977) content analysis. The field research involved two fields, field (1) in the
municipality of Ponta Porã (Brazil) and field (2), in the municipality of Pedro Juan Caballero (Paraguay).
Data collect was carried out using a questionnaire made using Google forms. The research
showed that the theoretical insights of Moacir Gadotti (2010) help us to understand that Continuing
Education requires meanings that envolve knowledge between school and Society that are far from
fitting into a conception of business education used by the countries in question, impacting on the
quality of education.