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This study aims to analyze the possible relationships with the knowledge that appear during the processes of initial and continuing training, and also, as the teachers who are entering the teaching are educators before teachers who have been teaching for years, but which, at the same time, do not dominate the technological area. This work is theoretically based on authors such as: Charlot, Nóvoa, Pimenta and Tardif. The adopted methodology starts from a qualitative bias, anchoring itself in the methodology of oral history for data collection and analysis. We reflect on teacher education and identify the expectations of teacher training and performance. However, we still have a long road ahead, because we must understand the obstacles of teacher training.

FORMAÇÃO DOCENTE TECNOLÓGICA: RELAÇÕES COM O SABER CONSTRUÍDAS ENTRE PROFESSOR INICIANTE E PROFESSOR EXPERIENTE