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Objective: This study aimed to carry out an investigative review, under the State of Knowledge model, which addresses the curriculum in continuing education in order to look for evidence that continuing education improves/reframes/refutes the conception of curriculum. Theoretical Framework: The incessant search for quality education seems to be the keynote of the ongoing training available to teachers with the most varied themes and formats. Continuing professional improvement and critical reflection on pedagogical practice, as well as the need to review the simplistic view of teaching activity, are arguments in favor of training. Method: Data collection was carried out on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel with the descriptors: “continuing education for teachers”, “curriculum”, “National Common Core Curriculum” and “basic education”. The research is of qualitative nature and follows the arguments of Discursive Textual Analysis. Results and Discussion: The results suggest that continuing education improves, reframes and/or reaffirms the conception of curriculum. Research Implications: The study found evidence showing that curriculum and continuing education are intrinsically linked; as such, thinking about either one individually may undermine discussions. Originality/Value: This study contributes to the literature as the reality caused by the Covid-19 pandemic has called into question the training provided by education networks and brought to light aspects of the curriculum that need to be reviewed.
Koch et al. (Wed,) studied this question.