Observatório da educação como espaço de formação continuada de professores: um retrato a partir de teses e dissertações

Abstract

The article discusses the Education Observatory as a space for continuing education for Basic Education teachers, focusing on the implications of this tool for teaching practice. In this sense, the question is posed: what are the main implications of the Education Observatory for teachers' continuing education, as presented in research conducted in stricto sensu programs? The research was developed through a survey of theses and dissertations published between 2006 and 2024, using a qualitative and critical-dialectical approach. The objective was to understand how academic works address the Education Observatory as a space for continuing education, analyzing its possibilities and limitations. Teacher training is highlighted as essential for educational quality, and the Observatory emerges as a strategic tool, integrating researchers, teachers, and managers in an environment of reflection and knowledge exchange. The research revealed that, although many observatories focus on data collection and analysis, few are effective as interdisciplinary, rich, and accessible spaces, limiting their contribution to improving Basic Education. The study concludes that the Observatory has the potential to promote significant changes, provided its data is critically analyzed and made available clearly and accessibly, to strengthen the construction of public policies and transformative pedagogical practices.