This article discusses the reflexive process developed with teachers from different disciplines working in a public school in Santa Maria (RS), within a continuing education program. This process was configured and implemented as a collaborative research investigation (MAGALHÃES; FIDALGO, 2008), taking into account the participants' (from the public school) needs and specificities. The results point to the fact that the work developed allowed not only the reconfiguration of participants' teaching and learning representations, but the constitution of new identities, giving support to future investigations of our research group in other school contexts.
Socially situated collaborative research; Teacher continuing education program; Teaching and learning representations
