This article presents the writing process and authorship while formation. The aim is to analyze the meanings and significance attributed by teachers to the work of writing and authorship about their teaching action. For this purpose, the electronic mails held between teachers of Basic Education and research professors at the University involved in a project of collaborative action research were analyzed. The analysis highlights writing as a solitary act and a result of hard work characterized as reflective, similar to pregnancy and labor. Although described as painful, the process of writing and authorship about the teaching activity is understood as an effective strategy for the process of continuing education and as a powerful element for teaching learning.
teacher education; collaborative action research; writing and teaching authorship