Analysis reveals that continuing education courses for Administrative Technicians may restrict skill development, suggesting a need for reform in public policies.
This study stems from research conducted during the master's program on the continuing education of Administrative Technicians in Education (TAEs) working in public higher education institutions in Brazil. Its overall objective was to analyze the meaning and functionality of the continuing education policy for TAEs at UnB. The methodology was based on dialectical historical materialism, and the data were analyzed using Critical Discourse Analysis. The findings indicated that most TAEs consider the courses offered by the Annual Training Plans as a means of acquiring new knowledge and skills for work, and that the institution limits itself to offering courses that emphasize the technical nature of education. The conclusions lead us to believe that the study contributes to promoting debate in the field of continuing education for TAEs and highlights the need to implement public, educational, and institutional policies that highlight the nature of education as a liberating and emancipating action for these individuals.
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Oliveira et al. (2025) studied this question.
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