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Qualitative analysis shows continuing teacher education enhances collaborative practices in early childhood and primary education, indicating a need for dialogic frameworks.
This article analyzes the implications of the Formation-Action Program in Creative Schools in the continuing education of Early Childhood and Primary Education teachers in the municipality of Lages, Brazil. Grounded in a qualitative approach and action research, the study involved thematic workshops on interdisciplinarity aimed at fostering collaborative, contextualized teaching practices aligned with the realities of the participants and their schools. The formative experience is based on a Freirean emancipatory perspective, articulating dialogue, transdisciplinarity, sustainability, and human rights as foundational elements of teaching practice. The results indicate that continuing teacher education, when conceived as a dialogical and collective space, can significantly contribute to transforming educational practices and strengthening schools as democratic and integrative spaces.
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Waltrick et al. (2025) studied this question.
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