This research had the purpose to understand in which aspects a Continuing Education,
based on Project-Based Learning, can act in the Teacher Professional Development
of trainer teachers, since it is a consensus that the demand for good results in student
learning increasingly requires trained and qualified teachers; this concerns, which
should not only be during their initial training, but throughout their professional life and
continuing education. There are three basic concepts in the research: Continuing
Education, Teacher Professional Development (DPD) and Project-Based Learning
(PBL). The research was carried out at the Educational Technology Management
(GTE) of the Municipal Education Department of Manaus, with 08 (eight) trainers
teachers who work in the coordination of training projects that GTE implements with
teachers from the municipal education network. Action research was used, from Tripp
(2005), to understand and improve the research process, through a cycle of 3 (three)
phases: planning, implementation and evaluation. The process experienced
throughout these phases allowed the organization of the educational product of this
research, namely: "Proposal for the elaboration of training projects by the PBL for the
teacher professional development of trainers teachers", with the objective of
contributing to the Teacher Professional Development (DPD) of trainers teachers
through the development of training projects based on Project-Based Learning (PBL).
From the perspective of the Data Analysis Spiral (CRESWELL, 2014), the data was
analyzed to understand and respond to the research problem, as being qualitative
research, it is concerned with understanding the phenomenon, its senses and
meanings that the build (MORAES; GALIAZZI, 2016). The results of the research
induced that Continuing Education, based on Project-Based Learning, acted in the
Teacher Professional Development of trainer teachers in 03 (three) aspects: 1)
recognition of the importance of reflecting on their own practice to generate changes;
2) recognition of the school context as a formative and potentiating element of
professional practices; and 3) recognition of the importance of acting in the
management of their own training processes for the development of professional skills.
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