Continuing education of teachers: between preoccupations and propositions

Abstract

The article presents the analyses produced in the context of a research and teacher training project that resulted from a partnership between a public State University of São Paulo and the Municipal Department of Education of a city in the interior of the State of São Paulo and discusses specifi cally the role of the coordinating teachers in the mediation of collective work. Based on the theoretical approach that discusses training in the context of work, especially at collective work meetings, the research project aimed at understanding the coordinating teachers’ preoccupations in developing this work. The researcher met with coordinating teachers twelve times to allow the exchange of experiences about the execution of the collective work at schools and to answer the research purpose. The experience was documented in a fi eld journal and through refl ective records prepared by the coordinating teachers. The conclusions point to the need to invest in continued training for coordinating teachers in the school system itself by establishing a dynamics of dialogue between peers, between practices and theories, between coordinating teachers and professors, with the expectation that these training experiences can be used as parameters for the shared training that takes place in the collective work at school.

Keywords: school-centered training, coordinating teacher, teachers’ collective work.