| Summary: | The teachers in the field did not always have adequate training to act with quality in the
context of the field. Faced with this situation, it is important to awaken to understand how the formation
of the teacher should be given to work in the rural schools with quality, above all? Having seen that in the
context of the field there is a precariousness in its totality from the educational processes to the formation
of the teacher, because sometimes it is treated in an insignificant way, happening anyway, because because
it is an isolated school, soon there is no Management, in addition to the teachers who end up assuming
various functions in addition to teaching / learning. The purpose of this research is to understand how
the continuous training of teachers occurs in schools in the municipality of Canhotinho-PE, and more
specifically identify the processes of in-service training, observe the pedagogical practices of teachers and,
finally, recognize the quality of training Continued. The theoretical foundation that supports reflectionaction-reflection is the light of some scholars and researchers on continuing education, on-the-job
training, and legislation, such as Law no. 9394/96; Ramalho (1993); Ramalho and Nuñez (2009); Corrêa
(2005). Methodologically, this research was developed through interview and observation in the field of
research. During the course of this work, it can be concluded that the education of rural education
teachers is far from the normative framework for rural education, that is, it is still fragile, which
compromises the development of educational processes in schools field.
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