| Resumo: | This article aims to reflect on the professional construction of the teacher, observing three crucial moments in such development, namely: initial training, induction in the first years of professional practice and, finally, the development by means of continuous training. Our initial point comes from a discussion during an investigation that aimed to analyze the perceptions of teachers working in a municipal school, located in the city of Niterói/RJ, seeking to understand how the continuing education offered by the municipal education network contributed to strength full-time education. Starting from specialized literature and from the observation of the investigated school practice, we were able to weave perceptions and views on the continuing education and its importance for the teacher formation. For that, we carried out a Systematic Literature Review (RLS) with the reference theorists, among which we highlight: Nóvoa (2019; 2018); Huberman (2013), Tardiff (2000), Gatti (2010). The research is of a qualitative nature and it is inserted in the interpretative paradigm, which, according to Coutinho (2005), presents the two primary functions of framing a research in a paradigm: to identify through concepts a group of theoretical and methodological questions and, secondly: to legitimize the study carried out through peer validation. For the methodological development, we have used document analysis techniques, the organization of a protocol that synthesizes the main arguments of the theorists in their texts, we have brought to the discussion the results from the RLS and the possible conclusions. As research findings, we highlight the need for a complete structuring of times and spaces for formative meetings to take place and the importance of listening to the internal demand of each school, in order to create moments of exchange that present theoretical and practical meanings for the teacher individual and collective reflection.
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