Alecrim, João Victor da CostaCampos, Carla Coelho2025-12-292025-12-292025-10-14https://repositorio.ifrr.edu.br/handle/123456789/264This article aims to investigate, through a literature review, the contributions of continuing education to the pedagogical practice of school Physical Education teachers. Continuing education is understood as a permanent, reflective, and context-based process, essential for professional development and the construction of a critical teaching identity. The research analyzed scientific publications from the past ten years, prioritizing studies that address formative models, delivery modalities, and impacts on pedagogical practice. The findings reveal that, although short-term and isolated initiatives are predominant, the literature agrees on the importance of contextualized, collaborative, and school-integrated training processes. Notable contributions include the use of active methodologies, the appreciation of cultural diversity, and alignment with the National Common Curricular Base. It is concluded that continuing education is an indispensable tool for strengthening pedagogical practice and promoting a more inclusive, critical, and humanizing Physical Education.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilFormação continuadaEducação física escolarPrática pedagógicatcc_especializacaoCIENCIAS HUMANAS