This research, which focused on teacher training, was conducted in a public high school, located
in the north zone of Manaus. It had as general objective to understand in which aspects the
collaborative construction of a plan of Teacher Professional Development Centered in the
School can act in the professional development of teachers, and as specific objectives a)
articulate the concepts of School-Centered Teacher Professional Development and
collaborative work; b) build collaboratively with teachers a School-Centered Teacher
Professional Development Plan (PDPDCE); c) analyze the experience of the collaborative
construction of the PDPDCE in the professional development of teachers; d) systematize the
School-Centered Teacher Professional Development Plan, taking into account the specificities
of the educational product of the research. The methodological strategy for the development of
the research was action research, from Tripp (2005), Kincheloe (1997) and Thiollent (2011),
and occurred in (5) five phases: diagnosis, planning, implementation, evaluation and
dissemination. The participants were 96 teachers, organized into two groups: GA (all teachers)
and GB (4 teachers Representatives of the group of all teachers - called collaborative group).
The experience in the collaborative group allowed us to systematize the educational product,
entitled: "School-Centered Teacher Professional Development Plan: what is it and how does?".
To produce research data, we used the following techniques: Dialogic Meetings (EDs) and
participant observation, and the following instruments: questionnaire, field diary and audio and
video recording. The data analysis was made through the Discursive Textual Analysis ATD),
based on Moraes and Galiazzi (2006). The research results showed that the collaborative
construction of PDPDCE acts: 1) in the output of professional teacher isolation; 2) the
collaborative construction of the PDPDCE and the reflective experience acts in teacher learning
and in the resignification of pedagogical practice; 3) acts in teacher appreciation. From the
analysis of the three aspects pointed out by the analyzes, we understand that the collaborative
construction of the PDPDCE contributes, in the school context, to the construction of a
community of formative practice. All the analysis carried out helped us to systematize the
Educational Product (EP), according to its specificities and the CAPES guidelines. The EP,
entitled: "School-centered Teacher Professional Development Plan: what it is and how it is
done?”, aims to: provide formative experiences that act on the professional development of
primary school teachers.
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