Teachers' continuing education in the 1990s came to be considered one of the fundamental strategies for the process of constructing a new professional profile for the teacher. In this context, the critical-reflexive conception was defended as the most adequate orientation to renew systems of continuing education for teachers in Brazil. Nevertheless, through two decades, different studies have indicated that this theoretical-methodological orientation made way for changes of little significance in the practice of capacitating teachers. Setting out from a revision of the tendency denominated Epistemology of Practice, this work proposes a change in the continuing education of teachers, from the field of policies to the field of human capital formation. In this direction, we sought to point out what the contribution of the critical theory of human capital formation would be for contemporary processes of continuing formation in teaching
Teachers' continuing education; Epistemology of practice; Critical-reflexive formation; Human capital formation