Tadeu, EuláliaMachado, Joaquim2018-05-112018-05-112017Tadeu, E., Machado, J. (2017). Os professores e a coadjuvação em sala de aula. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 768-785). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano9789899948686http://hdl.handle.net/10400.14/24257The greater heterogeneity of students and the policies of inclusion require practices of curricular diversification and pedagogical differentiation. Organizational complexity requires more appropriate forms of teaching work that must incorporate team teaching. However, the introduction of such measures as classroom coadjuvation of a second teacher encounter a professional culture based on cellular classroom work, on the individual autonomy of the teacher and on the principle of non-interference of teachers in the work of colleagues. This communication is the result of an investigation carried out within the scope of a Master in Education, in the area of specialization of Administration and School Organization, in order to identify the teachers' perceptions about the integrated performance within the classroom of two teachers in a situation of coadjuvation and understand how the continued practice of this coadjuvation facilitates professional teacher development and how it fosters teamwork. It is an investigation of a qualitative nature that uses the semi-structured interview, the observation and the documentary analysis to collect the data and proceeds to analyze the content, combining a system of previous categories but opening the door to other inductive categories. The study made it possible to perceive a change in the way teachers perceive the current school and the way they are in the classroom and register some technical and organizational difficulties, highlighting the idea that change requires changes in all the structures of the Grouping of Schools (Agrupamento) and that the collaborative, reflexive and self-formative dimension that exists in it can be the support of effective teamwork for students and learning alike.porCoadjuvationPedagogical ArticulationProfessional developmentLearning communityconference object