The literature on teacher training area has highlighted the importance of involving teachers in collaborative research activities. In this research we focus on a project developed under the "Observatório da Educação" program (OBEDUC / CAPES), with the participation of public school teachers of Basic Education of the State of Sergipe with the primary purpose of developing tools for evaluating elementary students. This study sought to understand whether the fact that teachers continue their education through participation in funded research OBEDUC contributes to their formation process for teaching and for research. We use theoretical frameworks relating to Teacher Training as the training models and the field of research in teaching knowledge. More specifically, we seek answers to the question: What are the contributions that participation in the Project Review / OBEDUC brings to the development of knowledge, skills and attitudes of teachers? We develop work within the parameters of qualitative research methodology. We perform: desk study, participant observation of project development meetings, and semistructured interviews to outline the profiles of the subjects, to survey the episodes, and set categorization analysis. Based on the results, we noted that teachers explain an important set of contributions from their participation in the project as the knowledge related to their teacher training and their training in research. In particular, we identify mentions about: Know the contents of the reference science and the production process thereof; know the theories about teaching, learning and assessment; know how to prepare, apply and analyze teaching and evaluation activities; know how to research; and attitudes of criticism, curiosity, and interest; and teaching autonomy. Given these results, we believe that participation in such programs provides an important potential in teacher training that will express in different ways the experiences in the project.

Este trabalho foi elaborado a partir de entrevistas realizadas com 6 médicos veterinários que atuam como docentes em diferentes instituições de ensino, ministrando aulas em cursos técnicos e universitários no município de São Paulo-SP. Assim, neste trabalho de modo geral objetivamos caracterizar e compreender a trajetória de formação dos médicos veterinários e sua inserção e atuação como docentes. Analisando os dados percebemos que os entrevistados não possuem cursos de pós-graduação voltados ao ensino, apresentam apenas atividades pedagógicas como disciplina de 'Metodologia e didática do ensino superior', o que para eles acarreta no despreparo que eles afirmam ter para a prática docente. Neste sentido, eles consideram relevante para a docência uma formação consistente que viabilize saberes acadêmicos e práticos para a docência.

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