Transitions from traditional professional development programs for educators into a collaborative perspective

This study examines the group as a source of development for professionals who work within educational contexts in Brazil. Traditional professional development programs are often focused on an individual and technical approach, based on knowledge transmission. However, cultural-historical theory claims the process of development of higher mental functions as the path of how social becomes individual. Thus, this study examines how crises experienced in social situations throughout a continued education program are essential to individuals’ professional development. Findings suggest the urgency to value the Drama in social interactions, through dialogue and coconstruction of ideas as a way of overcoming challenges in daily work.