Título:	Complementação pedagógica : formação inicial ou continuada. Reflexões sobre sua contribuição para a formação docente
Autor(es):	Silva, Adriano Ferreira da
Orientador(es):	Dantas, Otília Maria Alves da Nóbrega Alberto
Assunto:	Formação docente Desenvolvimento profissional Formação continuada
Data de publicação:	5-Jan-2026
Data de defesa:	2-Set-2025
Referência:	SILVA, Adriano Ferreira da. Complementação pedagógica: formação inicial ou continuada. Reflexões sobre sua contribuição para a formação docente. 2025. 127 f., il. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2025.
Abstract:	This study examines the articulation between teacher education policies and pedagogical complementation in Brazil. Entitled Pedagogical complementation: initial or continuing education? Reflections on its contribution to teaching practice, the research was guided by the following problem question: what is the formative scope of pedagogical complementation in the constitution of teaching practice? Based on this inquiry, the general objective was to analyze pedagogical complementation within the context of teacher education, particularly regarding its repercussions on teachers’ professional practice. The methodology, qualitative in nature and grounded in Historical-Dialectical Materialism, combined a state-of-knowledge review with documentary analysis of legislation, curriculum guidelines, and regulations concerning pedagogical complementation. Additionally, data were systematized and interpreted, enabling the identification of analytical categories and the recognition of regularities in academicscientific and institutional discourses on the subject. The theoretical framework draws on Marx (1989), Nóvoa (1992), Tardif (2002), Gatti (2011), Ramalho, Núñez, and Gauthier (2003), Cruz and Curado (2020), Saviani (1985, 2004, 2009), among others.The results reveal that, although pedagogical complementation is configured as a recurring formative strategy in public education policies, its understanding remains largely limited to normative, legal, and operational dimensions, disregarding its deeper historical, social, and formative determinations. This analytical limitation reflects a technicist perspective that fragments the formative process and reduces teaching to a functional exercise, detached from its historical and sociopolitical complexity.The findings also highlight the need to reposition this formative modality as a constitutive dimension of both initial and continuing teacher education, recognizing its role in teachers’ professional development and in the effective professionalization of teaching. Such reconfiguration requires moving beyond merely instrumental or legalistic approaches and adopting a critical and dialectical perspective that considers the historical determinations shaping pedagogical practice, the organization of school work, and educational policy.The conclusions indicate that pedagogical complementation, in response to the inquiry raised in the title, belongs to the field of continuing education. Nevertheless, it still demands a broader and more qualified debate, given its potential to contribute to the construction of teachers’ professional identity and to the transformation of the concrete conditions of teaching, learning, and training within Brazilian public schools.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2025.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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