Implicações das equipas educativas nas aprendizagens dos professores e nas práticas de sala de aula

In recent decades, collaboration between teachers has been the subject of global study, and the literature has shown that most teachers already collaborate with each other and seem to have a more collegiate and collaborative mentality. However, collaboration takes place within a rigid Organisational Grammar, and it is a complex concept that can take place in different ways, depending on the context in which it takes place, the participants, and the intensity of the different interactions, their content and objectives. In this study, we sought to understand the type of collaborative interactions that exist between teachers working in educational teams, as well as their effects on their learning and on their classroom practices. To this end, we adopted a qualitative research paradigm, which we operationalised through a case study, combining a quali-quanti approach. To analyse the frequency and extent of interactions between teachers, we opted for descriptive statistics, which we subjected to structural and semantic analysis and interpretation. We also used a qualitative approach to delve deeper into some unique contexts and the perspective of individual actors: the principal; coordinators of educational teams; teachers; educational technicians; and students. After analysing the data, we concluded that simple collaborative practices continue to predominate in educational teams, based essentially on the exchange of information and materials, in a context of artificial, comfortable, balkanised, weakly convergent, and sparsely active collaboration, with moments of co-construction being rare. These collaborative dynamics may be limiting teachers' deep learning and explaining the tenuous and slow change in classroom practices.