Training Memoirs and Collective Systematization of Knowledge: Formative Movements in a Municipal School System

• DOI: https://doi.org/10.22533/at.ed.51572102614056

• Palavras-chave: continuing teacher education; Collective Systematization of Knowledge; Training Journal; Research-Teaching; Praxis.

• Keywords: continuing teacher education; Collective Systematization of Knowledge; Training Journal; Research-Teaching; Praxis.

• Abstract:

  This article analyzes the contributions of Collective Knowledge Systematization (SCC) to continuing teacher education, based on a research-training project conducted in 2024 within a municipal school district involving 80 teachers in Basic Education. Grounded in historical-dialectical materialism, research-based teaching, and the pedagogy of social conflicts, the study adopted a critical-dialectical qualitative approach and used as its corpus 80 Training Reports prepared over the course of a 60-hour training program, organized according to four stages of the CKS: characterization and problematization of practice, theoretical explanation, understanding of practice in its concrete totality, and development of intervention proposals. The analysis, guided by Content Analysis, allowed the findings to be organized into four training movements: problematized practice, knowledge derived from experience, theoretical mediation, and conscious return to practice. The results indicate that the SCC facilitates the transition from lived practice to a comprehended, con e practice, broadens teachers’ awareness of the objective conditions of pedagogical work, and strengthens the collective production of knowledge.