OS PROFESSORES DA REDE MUNICIPAL DE ENSINO DE PALHOÇA E SUAS MANIFESTAÇÕES DISCURSIVAS SOBRE FORMAÇÃO CONTINUADA

This study analyzes the discourses of teachers from the Municipal Education Network of Palhoça regarding continuing education, drawing on the French tradition of Discourse Analysis (DA), grounded in the works of Orlandi and Pêcheux. The theoretical framework highlights key concepts such as subject, ideology, discursive memory, interdiscourse, intradiscourse, conditions of production, and effects of meaning, understood as constitutive elements of enunciations. The methodology was based on the selection of five discursive excerpts, the analysis of the conditions of production, and the interpretation of the effects of meaning. The results reveal tensions between institutional policies and teaching practice, exposing both frustrations with decontextualized training and the recognition of more effective experiences. It is concluded that teachers’ pedagogical discourse manifests resistance, criticism, and, in some cases, appreciation, reaffirming the need for continuing education that is contextualized and articulated with school practice.