Em defesa da formação continuada de professores como atividade intelectual: argumentos a partir de Antonio Gramsci

Abstract

The text aims to present arguments in defense of continuing education for teachers as an intellectual activity, based on excerpts from the thought of Antonio Gramsci (1891 – 1937). The arguments are developed considering a descriptive research, built on a dialectical methodology, with a reconstructive analytical procedure and supported by a bibliographical review. As a guiding axis of the narrative, a critical reading of part of Gramsci's work was observed, due to the concept of intellectual and the pairing of such concept with continuing education for teachers, considering such action as an intellectual activity. In its development, the text discusses the concept of intellectual in Gramsci and the reasons why it would apply to the teaching work activity. It concludes by identifying the teacher as the figure of an organic intellectual, as proposed by Antonio Gramsci, but asserts that, in the face of actions that conflict with the work activity, including continuing education, as an intellectual activity, it is necessary to reinforce arguments and denounce agendas that remove such activity from the teacher.