CAMINHOS QUE TRANSFORMAM

Análise de um Plano de Formação Continuada Docente Baseado em Trilhas de Aprendizagem

Authors

Keywords:

Metodologias ativas, Ensino híbrido, Saberes docentes, Práticas pedagógicas, Desenvolvimento profissional docente

Abstract

This article analyzes the Continuing Education Plan “Paths that Transform: Teacher Learning Trails” as a strategy for ongoing, situated, and collaborative professional development. The objective was to examine its contribution to teacher professional development in school contexts. The research is characterized as qualitative, applied in nature, and grounded in the action research approach. The study was conducted in two state schools in Boa Vista, Roraima, which offer the final years of elementary school, with the participation of 41 teachers. The plan was structured around four thematic learning trails, developed using the active methodology of blended learning, with the use of the flipped classroom. Data production and analysis occurred through observations of training sessions, reflective records, and participant evaluations. Partial results indicate that the learning trails favor the integration of theory and practice, promoting pedagogical innovation, teacher engagement, and strengthening continuing education in the school context.

Author Biographies

Virginia Guedelho de Albuquerque Carvalho, IFAM

Doctoral candidate in Technological Education at the Postgraduate Program in Technological Education of the Federal Institute of Amazonas (PPGET/IFAM), in Training Line 1: Processes for effectiveness in teacher training and pedagogical work in technological education contexts. Master of Science with Emphasis in Agricultural Education from the Federal Rural University of Rio de Janeiro (UFRRJ). Postgraduate degree in Communication Consulting and New Technologies (IBPEX). Specialist in Psychopedagogy (FACINTER). Specialist in Education in Digital Culture (UFRR). Graduated in Social Communication with a degree in Journalism from the Federal University of Roraima (UFRR). Licensed in Pedagogy from the International Faculty of Curitiba (FACINTER). Teacher of the final years of Elementary School in the State Network of Roraima since 2002 and journalist at the Federal Institute of Roraima (IFRR) since 2008. She is an advanced multiplier of Media Education through the Educamídia Program. She was the Social Communication Coordinator at IFRR. She was the coordinator of the Boa Vista/RR Nucleus of the Connecting Knowledge Network, of the Lemann Foundation. Co-Founder of the Conecta Gente Institute. She was the coordinator of the Bachelor's Degree in Pedagogy, in the distance learning modality (EAD) at the Boa Vista Campus of the Federal Institute of Roraima (CBV/IFRR) as a UAB/CAPES scholarship holder (2022 - 2025). She is a research member of the research groups: Research Group in Mathematics Education and its Technologies, at IFRR; and Research Group Places and Contemporary Spaces: Journalism, Migration and Audiovisual, at UFRR; both registered with CNPq. She was a professor in postgraduate courses in the area of ​​education at the Faculty of Sciences, Education and Theology of Northern Brazil (FACETEN), in both face-to-face and distance learning modalities. She was the pedagogical coordinator of the Mosaico Collective, implementing the Generation in Motion (G-Move) project, in partnership with the United Nations Children's Fund (UNICEF). She was the Communication for Development (C4D) coordinator at the Pirilampos Institute, implementing the Super Panas Project, also in partnership with the United Nations Children's Fund (UNICEF). She conceived and coordinated the Teacher Training Plan, implemented at the São José State School in Boa Vista, RR, whose project won 2nd place in the Roraima State Government's School Management Award - Professor Maria Odete Calheiro Pena - 2022 Edition. She has experience in the areas of Education and Communication, mainly working on the following themes: Digital Technologies (DT), Media Education, Technologies in education, Media literacy, Media literacy, Media literacy, Continuing teacher training, Education in digital culture, Citizen participation in digital culture, Digital democracy and Youth protagonism.

Carla Valentim Baraúna de Araujo, IFAM

PhD candidate in Technological Education at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Master's degree in Management and Evaluation of Public Education from the Federal University of Juiz de Fora. Specialist in School Management from the State University of Amazonas. Specialist in Educational Supervision from the Federal University of Amazonas. Holds a degree in Pedagogy from the Federal University of Amazonas. Has experience in the field of Education, with an emphasis on Educational Management. Worked as a primary and secondary school teacher. Worked as a public school pedagogue. Held the position of manager in the Amazonas State Education Network. Has experience in the area of ​​Distance Education as a Course Coordinator, Content Professor and Tutor in Distance Education. Was a teacher trainer for the National Pact for Education at the Right Age (PNAIC) at the Federal University of Amazonas. Assistant Professor of the Specialization course in Digital Literacy at the State University of Amazonas - UEA. Teacher Trainer for the National Program for Teacher Training in Basic Education (PARFOR) at UEA. She was the Training Manager and is currently working as a training advisor in the Professional Training Management - GEFOR/CEPAN of the State Secretariat of Education and School Sports - SEDUC/AM.

Ana Cláudia Ribeiro de Souza, IFAM

936   Full Professor at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). PhD in Social History and Master's in History of Science from PUC/SP. She works in postgraduate studies as a permanent professor in the Postgraduate Program in Technological Education, Manaus Centro Campus/IFAM, in the research line Processes for Effectiveness in Teacher Training and Pedagogical Work in Technological Education Contexts, and in the National Network Master's Program in Professional and Technological Education (ProfEPT/IFAM), with research in the area of ​​Technological Education, focusing on the themes of History of Science and Professional Education. She has held various management positions, such as Postgraduate Coordinator, Manaus Centro Campus/IFAM, Director of Education, Manaus Distrito Industrial Campus/IFAM, and Director of Postgraduate Studies, Pro-Rectorate for Research, Postgraduate Studies and Innovation/IFAM. She is a member of the Research Ethics Committee with Human Beings (CEPSH/CONEP).

Additional Files

Published

2026-08-24

How to Cite

Guedelho de Albuquerque Carvalho, V., Valentim Baraúna de Araujo, C., & Ribeiro de Souza, A. C. (2026). CAMINHOS QUE TRANSFORMAM: Análise de um Plano de Formação Continuada Docente Baseado em Trilhas de Aprendizagem . Ensaios Pedagógicos, 10(2), p.353–383. Retrieved from https://ensaiospedagogicos.ufscar.br/index.php/ENP/article/view/508

Issue

Vol. 10 No. 2 (2026): Políticas Públicas Educacionais e Diversidade: Desafios, Avanços e Perspectivas Contemporâneas

Section

ARTIGOS DE DEMANDA CONTÍNUA

License

Copyright (c) 2026 Virginia Guedelho de Albuquerque Carvalho, Carla Valentim Baraúna de Araujo, Ana Cláudia Ribeiro de Souza

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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