| Summary: | This article brings a report of my dissertation that examined a group of
teachers involved in the process standalone training continued. The survey sought to
understand the possibility of training within the school and its effects on personal and
professional trajectories of four teachers, as well as its consequences in the wider changes
of policies to teacher training and pedagogical innovation. Maturana and Varela were the
references in the theoretical understanding of the continuous training of teachers as
standalone process, complex and subjective in that the live-knowing if made in networks of
experience and talks producing knowledge, streaming into multiple congruences in the
desire to change.
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