This article reports results of a research Master's Graduate Program in Education at the Federal University of Uberlandia, which aimed to understand the possibility of professional development through the analysis of a continuing education conference for science teachers, which was set up collaboratively between university and school. It also analyzed the potential involvement of teachers of Basic Education and University researchers in the transformation of teaching practice. The methodology had a qualitative approach, and used ethnographic case studies. The data analysis indicated that for the teaching profession, professional development is key to delivering a quality teachinglearning process and the need for professional development can be conceived as a collective and collaborative process, allowing teachers to construct new theories and pedagogical practices.
Professional development; Continuous formation of teachers; Science teaching