| Summary: | This study focuses on the construction of a partnership in the continued education of a Science teacher during the development of a collaborative research. It analyzes episodes of resistance and tension, as well as actions and reactions not only on the researcher's but also on the teacher's part, enabling them to adjust themselves and overcome such conflicts in order to consolidate the research. The continued education process involved a reflective intervention strategy, called autoscopy, simulating a "room of mirrors" (SCHÖN, 2000), which led the teacher to reflect on her educational practice. The results demonstrate that the collaborative research, focused on the dialogue and comradeship, mediated the solution of conflicts experienced in the process and favored the decision-making in the consolidation of continued education strategies concerning the teacher.
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