'Como se fora brincadeira de roda': o grupo colaborativo como mediador do desenvolvimento docente ; 'As if it were a circle dance': the collaborative group as mediator of teacher development.

Considering the numerous challenges faced by teachers in their professional performance, the present research, carried out within the scope of the Research on Educational Knowledge and Practices, had as its theme the professional teacher development of teachers. With the objective of goal to learn and to analyze the process of professional teacher development in the movement of a collaborative group, we carried out an university extension course as a proposal for continuing education, aimed at the licensed teachers who work in Basic Education II and High School in the municipal and state public schools of the municipality of Uberlândia and its surroundings, with up to six years of professional experience. The collaborative group that counted with the participation of eleven teachers who met weekly, during sixteen reflective sessions with an average duration of three and a half hours each. For the development of this training proposal, we take as a basis: the knowledge of Education that understands teaching as a profession that is constituted throughout the life of the teacher; the principles of Historical-Cultural Theory and its concepts that help us to understand our goal of study; the discussions about the schooling process promoted by the School and Educational Psychology on a critical part and the orientations brought by the Collaborative Research. Thus, we built a collaborative group that counted with the participation of eleven teachers who met weekly, during sixteen reflective sessions with an average duration of three and a half hours each. The sharing, dialogues and records built in the movement of the collaborative group constituted the corpus of research that was analyzed according to the proposal of the Core of Meaning, through which we defined eight indicators of analysis that showed: 1) signs of transformation in the beliefs and conceptions of teachers; 2) indications of re-signification of knowledge; 3) indications of construction of new pedagogical practices; 4) evidence of the construction of ...