O PAPEL DA FORMAÇÃO CONTINUADA NO ENFRENTAMENTO DAS DESIGUALDADES

ABSTRACT Continuing education, in the context of educational inequalities, reveals itself as a territory of symbolic disputes in which teaching reinvents itself and acquires new ethical-political contours. Confronting structural disparities in public schools is not limited to specific practices or technical training programs but requires a training process that recognizes the historicity of silencing and calls on subjects to engage critically with school realities. This study is based on the intention of understanding how continuing education can constitute a strategy of resistance in the face of multiple forms of exclusion. The bibliographical methodology adopted is based on contemporary works that address education as a dialogical social practice, understanding training as an experience permeated by ethical dilemmas, institutional tensions and daily reinventions. It is worth considering that collective responsibility, the reconfiguration of spaces for dialogue and active listening to dissenting voices constitute pillars for thinking about training beyond operational limits. By recognizing the school as a training territory in permanent reconstruction, the need to articulate teacher training with the construction of emancipatory practices, committed to social transformation, is reaffirmed. It is therefore a matter of shifting continuing education from the place of a technical complement to that of a critical journey, where learning and resistance intertwine as gestures of reinvention of the common. Keywords: Training. Inequality. Teaching. Resistance. Education.