Networks of Professional Development for Teachers: “thinking for yourself is thinking with others”

Abstract

The idea of investigating in teacher development networks means betting on the establishment of another subjectivity, based on principles other than competition and individuality, is present in the reflections made here. Not by chance, the main objective has been to guarantee and encourage dialogue between university and basic school in order to promote a conversation from which questions, displacements, sharing and collective production of pedagogical knowledge and knowledge may emerge, in research-training processes. Processes that interrogate the decoloniality of being and knowledge on a daily basis, in the perspective defended for a long time, by authors and researchers from our Latin America and the Caribbean. After all, what can back up a teacher’s professional development process that has the collective, sharing and solidarity as constitutive dimensions of formation, initial and permanent? What principles support the idea of teacher training in networks?