Abstract

WALTRICK, Gustavo Cezar; SILVA, Madalena Pereira da  and  JURADO, Ramón Garrote. Teacher Training-Action for an Emancipatory Education: interdisciplinary, collaborative, and contextualized practices. Rev. Diálogo Educ. [online]. 2025, vol.25, n.86, pp.1312-1327.  Epub Oct 24, 2025. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.25.086.ds11.

This article analyzes the implications of the Training-Action Program in Creative Schools in the continuing education process for Early Childhood Education and Elementary Education teachers in the city of Lages, Santa Catarina, Brazil. Based on a qualitative approach and action research, the study promoted thematic meetings on interdisciplinarity as a way to encourage collaborative, contextualized pedagogical practices that are committed to the realities of individuals and schools. The training developed is grounded in an emancipatory Freirean perspective, articulating dialogue, transdisciplinarity, sustainability, and human rights as structuring axes of teaching practice. The results indicate that continuing education, when conceived as a dialogical and collective space, can significantly contribute to the transformation of educational practices and to the strengthening of schools as democratic and inclusive spaces.

Keywords : Emancipatory education; Teacher continuing training; Interdisciplinarity; Training-Action Program in Creative Schools.

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