Reflections on continuing education: a collaborative perspective in structuring consultancy practices in the multidisciplinary care of CAPENE

Abstract

In-service continuing education represents an essential element for the consolidation of quality educational practices, especially in special education. This qualitative, bibliographic study aims to explore, historicize, and reflect on continuing education from a collaborative perspective with professionals from the multidisciplinary team at the Center for Pedagogical Support for People with Special Educational Needs (CAPENE), in Serrinha, Bahia. It discusses continuing education through a collaborative lens, focused on strengthening the pedagogical consultancy and support practices developed at Capene. The study is grounded in the contributions of authors such as Nóvoa (1992), Imbernón (2022), Freire (2011), Sacristán (2000), and Gatti et al. (2019), drawing on critical frameworks that highlight the importance of dialogue, collective reflection, and valuing experiential knowledge. It analyzes the historical and regulatory trajectory of teacher education in Brazil, identifying challenges such as improvisation in initial training, weak theory-practice integration, and the lack of institutional spaces for formative moments. The study argues that in-service training should promote autonomy, leadership, and collaboration among educators, constituting a continuous and contextualized process. The reflections presented indicate that strengthening collaborative practices at CAPENE can significantly contribute to promoting inclusive and transformative education.