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

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... 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.