LA DIMENSIÓN DE LA FORMACIÓN PERMANENTE DE DOCENTES QUE ACTÚAN EN ESCUELAS DE FRONTERA.

The purpose of this article is to present the in-service teacher education program called "Pedagogia de Frontera" (Border Pedagogy) developed between 2016 and 2020, for teachers who teach in the town of Foz do Iguaçu, at Brazil-Argentina-Paraguay border. The methodology is based upon a participatory action research perspective developed by the Colombian sociologist Fals Borda. The research data showed, on the one hand it is possible to plan in-service teacher education programs, considering the trinational context. The in-service teacher education program has allowed teachers to reflect upon the feeling of the border, to be on the border, and to think about education on the border. This study is based upon theoretical concepts coming from authors such as Bell Hooks, Paulo Freire, Orlando Fals Borda, Catherine Walsh, among others. [ABSTRACT FROM AUTHOR]