The observation of specific difficulties that are harmful to the accomplishment of pedagogical goals is always present in educational settings. This study is based on theoretical assumptions, which are peculiar to the socio-cultural constructivist approach. The objective was to investigate the co-constructive processes in the interactions between teachers, which are fundamental to the elaboration and execution of educational projects in a public school of the Federal District. Twenty-three teachers, the coordinator of the regular course and the principal took part in the study. Participative observable procedures were used in the analysis of the pedagogical activities that were accomplished during the planning and execution of educacional projects. Semi-structured interviews were used for a three-month period. The analysis of the findings focused on (1) relationships of trust (2) interdependence individual-group and (3) leadership, which proved to be crucial factors to accomplish the common goals established. These are important inputs from Psychology to the primary and ongoing teacher’s training programs.
interaction teacher-teacher; co-building of pedagogical projects; teacher education
