摘要：The investment on the idea about if the teachers, undergraduate students and the researcher can collaborate to build the knowledge, supported this article. Then, it aimed to understand how the formative program contributed to the development of the teachers and undergraduate students. The action research, as a methodological approach, guided the study, since it is characterized as an intervention on true facts, however, is not restricted to it, because it involves an orientated and systematized investigation in order to understand a question of inquiry. In the middle of advancements and dilemmas, this interactive work represented a great possibility to improve the process of personal and professional development of the engaged ones. The participants built one way of work based on the mutual support, on the dialog and on the social relationship, breaking the traditional segregation of the school that, certainly, constituted itself as one of the main barrier for the improvement of the teaching action.
其他摘要：The investment on the idea about if the teachers, undergraduate students and the researcher can collaborate to build the knowledge, supported this article. Then, it aimed to understand how the formative program contributed to the development of the teachers and undergraduate students. The action research, as a methodological approach, guided the study, since it is characterized as an intervention on true facts, however, is not restricted to it, because it involves an orientated and systematized investigation in order to understand a question of inquiry. In the middle of advancements and dilemmas, this interactive work represented a great possibility to improve the process of personal and professional development of the engaged ones. The participants built one way of work based on the mutual support, on the dialog and on the social relationship, breaking the traditional segregation of the school that, certainly, constituted itself as one of the main barrier for the improvement of the teaching action.
