Abstract

TASSONI, Elvira Cristina Martins. TEACHER EDUCATION IN COLLABORATION: RESSIGNIFICATION POSSIBILITIES OF PEDAGOGICAL PRACTICES. Educ. Teoria Prática [online]. 2021, vol.31, n.64, e38. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v31.n.64.s13892.

The article presents results of a research in the field of continuing teacher education, structured in a perspective of collaboration in a partnership between the university and the school of basic education. The objective is to demonstrate that the formative process constituted in a collaborative way has enabled important reflexive movements for the awareness and the promotion of changes in pedagogical practice. The formative process was set up as a study group that met for two years, with voluntary adherence of teachers, to discuss the demands arising from the day to day school. Through oral and written narratives the reflexive movement is exposed in the face of doubts, difficulties and challenges, which, when socialized and discussed, gained materiality and potentiated the changes. The results present a shift in the focus of the discussions, which initially showed the difficulties of the students, for reflections on the planning and preparation of the proposals.

Keywords : Professional Development; Teacher Education in Service; Collaborative Training Practices; Reflexivity.

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