TEACHING PROFESSION AND SCHOOL TRANSFORMATION: REFLECTIONS FROM ANTÓNIO NÓVOA

Abstract

Teacher training is configured as a continuous, reflective process articulated with social and educational transformations, being fundamental for the construction of professional identity and for the qualification of pedagogical practices. In this context, the contributions of António Nóvoa highlight the centrality of experience, critical reflection, and the valorization of the teaching profession. This study aimed to reflect on the teaching profession and the transformations in the school context, with an emphasis on training, identity, and professional development. This is an integrative literature review, with a qualitative approach, carried out in March 2026, following the steps of Whittemore and Knafl. The search was conducted in databases such as SciELO, ScienceDirect, SpringerLink, and Taylor & Francis, using descriptors from the field of education. Studies published between 2016 and 2026 were included, totaling 21 articles in the final sample. The results show that teacher training must overcome technocratic models, being understood as a continuous, reflective, and contextualized process. The school day stands out as a privileged space for professional learning. Teacher appreciation, coupled with social recognition and autonomy, is essential for educational quality. Transformations in the post-pandemic context have intensified the use of technology, demanding a critical stance from teachers. Teacher identity is revealed to be dynamic, multifactorial, and directly related to professional development. It is concluded that teacher training, appreciation, and identity are inseparable dimensions for understanding contemporary educational transformations. The need for policies that promote continuing education, teacher leadership, and the critical use of technology is highlighted, contributing to a more reflective, contextualized, and socially committed education.