Aprendizagem docente na formação continuada de professores: características intra e interpessoais no contexto do Estudo de Aula

The aim of this article is to investigate the characteristics of the professional learning of seven mathematics teachers, which emerge from continuing education organized as a Lesson Study. The study is based on teacher learning, professional development and the Lesson Study teacher education process. Ten training sessions were developed, the teachers’ strategies and comments were observed and Bardin’s content analysis method was used. The results show that teacher learning is a continuous and systemic process in which individual reflection and collective interaction complement each other. Teachers demonstrate a capacity for self-criticism and adaptation, which drives the improvement of their practices and the effectiveness of the teaching and learning process. Strengthening teacher identity and consolidating a collaborative environment emerge as fundamental pillars for advancing the quality of education.