Resumen

TORRA, Carlos Henrique Martins; MARTINS, Pura Lúcia Oliver  y  VANZO, Adriane. Teacher training at schools according to the concept of collaborative knowledge. Educ. Puc. [online]. 2016, vol.21, n.1, pp.75-87. ISSN 1519-3993.  https://doi.org/10.5965/151939932112016087.

This article was the result of a theoretical and practical study on the concepts of teacher training of a group of teachers in a school in the city of Curitiba (PR). The core of reflection considered the concepts that are the foundation of the teacher training model in Brazil and analyzed the epistemological-educational option in the areas of Philosophy and Sociology at the school where the research was conducted. Using the dialectic method as reference, the productions of teachers were analyzed using a theoretical and practical method with regard to the training issue that provides a permanent dialog between reflection/collaboration/collective productions. Through knowledge collaboratively systematized by the group, since the school environment is ideal for teacher training, the purpose was to understand and verify how training and retraining reflected on the educational activities of the group of teachers. The study was based on the theoretical framework of Edgar Faure, António Nóvoa, Francisco Imbernón, Ilma Veiga, Carlos Marcelo, Edgar Morin and Pura Lúcia Martins, who suggest that continuing teacher training should take into account the practical knowledge developed at school. The trajectory points to a reinterpretation of the traditional and orthodox contents of the area studied.

Palabras clave : Knowledge; Philosophy Teaching; Continuing Training; Collaborative Groups; Sociology and Education.

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