FORMAÇÃO CONTINUADA DE PROFESSORES PARA O ENSINO DE CIÊNCIAS  E MATEMÁTICA NO CONTEXTO DAS ESCOLAS DE TEMPO INTEGRAL

This This study aimed to analyze the continuing education of teachers for Science and Mathematics instruction within the context of full-time schools, emphasizing the relevance of pedagogical approaches focused on professional development and the improvement of teaching practices. To achieve this, a literature review with a qualitative and exploratory approach was conducted, aiming to map the state of the art on the topic. The bibliographic search covered academically recognized databases, such as SciELO, as well as journals specialized in Education, Science, and Mathematics. Strict inclusion and exclusion criteria were established to ensure the quality of the sources analyzed. Included were peer-reviewed articles published in reputable journals or presented at relevant academic conferences, directly addressing the continuing education of teachers in the target subjects, particularly in full-time school settings. Priority was given to studies presenting empirical data, systematic reviews, or methodological proposals applied to teaching these subjects. Conversely, studies focusing exclusively on other disciplines, publications older than a decade (except those of essential theoretical value), and texts lacking empirical evidence or consistent methodological grounding were excluded. After the screening process, 14 articles were selected for final analysis. The results were organized into an analytical framework that enabled the identification of patterns, gaps, and relevant contributions to the continuing education of teachers within the investigated context.