1 Introduction

When we historically seek the constitution of the research field of teacher education in Brazil, we understand that the studies about teaching knowledge became an important object of research from the 1990 (Diniz-Pereira, 2013). As the years have passed, this field has expanded, which can be evidenced in a study conducted by Diniz-Pereira (2022). This demonstrates the existing interest among researchers regarding the institutionalization of teacher professionalization, teaching identity and understanding aspects concerning the pedagogical action of teachers.

It is also noteworthy that there is a consolidated literature on teaching knowledge, as a trend - understood as a set of characteristics that identify a certain perspective (^{Ghedin, 2009}) -, with reference authors such as ^{Tardif (2014}); ^{Pimenta (2012}) and ^{Gauthier et al. (2013}), which help to think about both the conceptual dimension and the typological dimension.

Among the typologies, each of the authors conceives knowledge necessary for the teaching action and sustain a type of knowledge that the teacher can mobilize in its constitution as a professional, in the initial training and during the professional exercise, the socialization of professional experiences. Among the typologies, each of the authors conceives knowledge necessary for the teaching action and sustain a type of knowledge that the teacher can mobilize in its constitution as a professional, in the initial training and during the professional exercise, the socialization of professional experiences.

Starting from the conceptual and typological dimensions, we seek to think about the most recent research and what they have already advanced in relation to teaching learning, from the following question: “What do the surveys from 2017 to 2021 show of teaching learning in relation to school as a place of learning?”.

^{Nóvoa (2017}) collaborates in the answer to this question when it defends a proposal of institutionalization of teacher training, university vocational training, conceived as a place, from its redesign, for teacher training, reflected in the school as a place that collaborates by excellence in the learning of teaching.

The author also advocates a model for the consolidation of the teaching profession thought as a common home, which articulates university, school and public policies; place of work in schools and knowledge in the university, in authentic collaboration; a place of encounter, that extrapolates what is conceived as initial training, by seeking to develop fundamental learning to the professional practice of teaching.

In order to advance in search of answers to the question, we used the RSL, organized in three phases, based on ^{Kitchenham (2004}): 1) planning; 2) conducting the review and 3) reporting. We searched the two main bases of digital Brazilian consultations: the Catalog of Theses and Dissertations of Capes and the Digital Library of Theses and Dissertations - BDTD.

From these searches, the research corpus consisted of eight results, analyzed from the three stages of the Spiral of Analysis proposed by ^{Creswell (2014}): 1) organization; 2) categorization; and 3) interpretation and representation of data.

To present the study, we organized two sections: the first, methodology, deals with the first two phases for the realization of the RSL: planning and conducting the review; the second, results and discussions, deals with the third phase, around a central category and four subcategories emerged from the analysis.

2 Methodology

Recent studies have pointed out the relevance of doing RSL in the context of teaching and education (^{Mendes; Pereira, 2020}; ^{Ramos; Faria; 2014}), through a clear and systematic description of the researcher as to the steps adopted in the research, through well-defined criteria, description of search sources, descriptors used and a rigorous analysis of the selected studies.

For ^{Kitchenham (2004}, p. 4), RSL is “[...] a means of evaluating and interpreting all available research relevant to a given research question, topic area or phenomenon of interest [...]” and points out at least three necessary phases: 1) planning; 2) conducting the review and 3) reporting.

In the first phase - planning - the main objective is the research question, according to Chart 1.

In this phase, we also developed a protocol, defining the search elements that were applied in the digital databases: a) string or keywords; b) sources to be consulted; c) search period; d) chosen language; e) inclusion and exclusion criteria of the studies. The protocol is necessary to ensure the accuracy in the review and avoid the possibility of bias of the researcher in the selection of studies or in the analysis of these (^{Kitchenham, 2004}).

In combination with the keywords, we constituted a string used in the databases in order to collect works that dealt with the learning of teaching within the trend of teaching knowledge. The same string was used in the two digital databases chosen. We present in Box 2 the keywords and the string originated.

In the second phase, conducting the review, we submitted the protocol to the two search bases chosen, the Catalog of Theses and Dissertations of Capes and the Digital Library of Theses and Dissertations (BDTD), delimited the filters: search period, area of knowledge and concentration area. They obtained the results set out in.

In total, we obtained 55 papers reported, among theses and dissertations, submitted to a preliminary analysis following three procedures: a) reading of the titles; b) reading of the abstracts; c) preliminary application of inclusion and exclusion criteria.

In the preliminary analysis of the results, we have established the inclusion and exclusion criteria as according to Chart 4:

Based on this first analysis, from the reading of the titles, the abstract and the application of inclusion and exclusion criteria, ten studies remained, which underwent extraction of main data, still in the conduct phase of the review.

For data extraction, quality criteria were applied, with each study evaluated according to: a) articulation between the investigated problem and the theoretical framework; b) articulation between the investigated problem, objectives and the research methodology; c) articulation between the methodology used for data analysis and its interpretation; and d) conclusions/ results respond or not to the problem/ objective of the research.

After the extraction of the data, we reached a total of eight studies considered for this review. The synthesis and discussions will be presented in the following section, which is consistent with the third phase of the RSL, report.

3 Results and discussion

For the analysis of the eight selected studies, we considered the results indicated in the abstract, according to Chart 5.

For the analysis, we used three stages of the Spiral of Analysis proposed by ^{Creswell (2014}): 1) organization; 2) categorization; and 3) interpretation and representation of data.

In the first stage, organization, we have the files in lists with the main text units to facilitate the handling and exploitation of the collected data. In the second, categorization, after immersion in reading the texts, annotations and markings of the main phrases and keywords, we obtained nine initial categories, according to Chart 6.

With the initial categories, we move on to the exhaustive process of classifying the themes, which according to ^{Creswell (2014}, p. 151), “[...] are broad units of information consisting of several aggregated codes to form a common idea [...]”.

Thus, initial categories gave rise to the central category, the school as a place of teaching learning; and four subcategories: 1) in initial training, teaching, extension and research activities are productive learning spaces teaching and the constitution of teaching professionalism; 2) continuing education and moments of study and exchanges of experience in the spaces and times within the school are important for teaching learning; 3) the teaching profession is constituted in the reality experienced at school, which is where they are built and reconstruct the pedagogical practices; and 4) the teaching knowledge comes from various sources, being the knowledge of experience the main ones to work in the profession. They are formative when shared with others in school.

Finally, in the third stage, interpretation and representation of the data, presented below, we show the central category and the four subcategories, demonstrating the aspects evidenced by the research from 2017 to 2021 regarding the school as a place of teaching learning.

4 Final considerations

The objective of this Systematic Literature Review study is to explain what the researches from 2017 to 2021 show in relation to school as a place of learning. The results pointed to the school as a privileged place of teaching learning, in four aspects, represented by four subcategories in the study.

The choice to adopt a protocol and conduct the RSL using search strategies, was due to the understanding of the importance of methodologies that are explicit and reduce as much as possible the bias of the research in the type review, other researchers (^{Galvão; Ricarte, 2020}). Moreover, with the adoption of methodologically planned steps, the chances of identifying relevant studies and excluding irrelevant ones are higher, especially when applying quality criteria.

Regarding the teaching knowledge, the trend worked among the studies raised, we understand that it is relevant in the field of teacher training and that collaborates in the investigation of topics considered essential in this field. In addition, we can say that discussions within the trend do not end with years, but advance and become more complex, opening spaces for more studies, in order to identify each year at least one new study defended and more knowledge generated in this trend.

With regard to the guiding question of this review, the results led us to affirm the school as a place par excellence of teaching learning, but it cannot be assured as the only place of learning for the teacher, because there are other places to be recognized, such as for example, learning communities¹, online mentoring programs², institutions not institutions and still different places of life³. In this sense, we understand that there are other discussions about teacher learning in micro places (classroom), meso (contexts that influence) and macro (society), advancing in other lines different from that adopted in this survey.

We highlight the school as the place par excellence of teaching learning because we understand it as a meeting point for overcoming the duality theory and practice, as a place for critical reflection on one’s own experience in direct contact with the diversity of segments of society, after all, “Nothing better than to perceive the school as this space of dialogue, place of exchanges to sediment knowledge that emerge from the different moments of professional practice” (^{Vellenich et al., 2017}, p. 174, our emphasis).

The moments of collective learning, exchanges and reflections, greatly emphasized in the findings of the studies, help to think about proposals of learning communities and the possible paths for the implementation of this school culture, and for this, there needs to be creation of groups and times reflection and sharing meetings. We recognize, however, from the studies, that changes in school culture such as these are not easy to implement and run into common problems of Brazilian schools: lack of adequate training of teachers, lack of time for sharing experiences, lack of and investments in public education, as well as in public policies in general.