CONTINUING TEACHER EDUCATION IN GRADUATE RESEARCH IN GEOGRAPHY: A “STATE OF THE ART” STUDY

Abstract

This article analyzes the scientific production of postgraduate studies in Geography related to the continuing education of teachers, through a "state of the art" bibliographic review, carried out using the CAPES Catalog of Theses and Dissertations. The study is part of the reflections developed in the doctoral thesis defended in November 2025, at the Postgraduate Program in Geography of the São Paulo State University (UNESP), Rio Claro campus, and also represents a deepening of discussions initially presented at the XXIX Education Seminar (SemiEdu), held in 2021, in the city of Cuiabá - MT. The results show that, although continuing education is widely recognized as an essential dimension for the professional development of teachers, its approach in postgraduate studies in Geography is still limited in quantitative terms and marked by regional and institutional inequalities. Fifty-one works were identified in the analyzed period, with a predominance of master's dissertations and a concentration of productions in public universities, especially federal ones, located mainly in the South and Southeast regions. Thematic categorization revealed a higher incidence of research focused on teaching practice and public policies for continuing education, in addition to studies related to school cartography, geotechnologies, and specific methodologies. It is concluded that the field presents relevant contributions, but still lacks greater expansion and diversification of research, especially regarding studies that understand the school as a privileged space for training and teachers as protagonists of the formative processes.