Possibilidades e desafios da colaboração em diferentes contextos educacionais

Abstract

The objective of this article is to explain possibilities and challenges in the
process of constituting two groups that have developed studies related to
curricular implementation, collectively, in different times and spaces, in the expectation of forming collaborative groups. The study carried out is a
qualitative research of the participatory type, since the researcher
participated as a member of both groups, the first being constituted by
teacher trainers with the purpose of discussing the curricular
implementation in a Mathematics Degree course; and the second was formed by Basic Education teachers with the objective of investigating the
development and implementation of Hypothetical Learning Trajectories for students. The analysis carried out was focused on the relationships between its members and the possibilities and challenges of individual and collective professional training for those involved. The results corroborate with what is discussed in the literature when considering the collaborative group as a potential resource in teacher education. The challenges that stood out were the time and space factor for collective meetings to take place, and the autonomy given to group members in the proposal of meeting agendas, as it generated an emptying of proposals. It is important to emphasize that the fact that the participants have personal motivations and interest in the topics discussed, especially from the perspective of professional practice, enabled an active participation of all those involved. Finally, it is possible to affirm that the collaborative work strategy was enriching, both in facing the collective problems and the individual problems of the participants.