Rocha, Erimar Pereira daSantos, André Felipe Costa2024-11-272023https://deposita.ibict.br/handle/deposita/706The COVID-19 pandemic has triggered a significant shift in teacher training priorities, especially with regard to distance learning. With schools closing, teachers needed to acquire new skills and competencies to ensure their students continue to learn effectively. The present work aims to report the experiences of teacher training in the context of the (post) pandemic of Covid 19 in José de Freitas, state of Piauí, having as main specific objectives, to empirically present the subjects that deal with basic training , regarding the complementary or continued training of teachers in times of pandemic and post-pandemic; Present trends and studies on this type of continuing education; Discuss about the self-instructional training of teachers; and finally, analyze the conceptions of continuing education and consequently self-training today. The methodology chosen was an experience report with a qualitative approach. The pandemic intensified the discussion about teacher training and the need to consider essential points in their learning construction, especially in aspects of technological trends and active methodologies. There was a greater demand for teachers seeking qualification and specific professional training to deal with the new scenario in which education is involved. It is concluded that educational technologies and continuing education for teachers, together, can significantly bring many benefits to teaching and learning, in addition to developing greater interaction between teachers and students. Therefore, it is important to remember that technology should not be seen as a single solution to all educational challenges, but rather as a complementary tool to face-to-face teaching.application/pdfopenAccessFormação de ProfessoresEnsino RemotoPandemiaTeacher trainingRemote learningPandemicEducaçãoDissertação