Santos, Leonor2012-01-132012-01-132002Revista de Educação, 11, 2, 20020871-3928http://hdl.handle.net/10451/4879Este artigo decorre de uma investigação sobre o trabalho colectivo desenvolvido por um grupo de três professoras de Matemática do ensino secundário num contexto de reforma curricular. Com este estudo pretendeu-se compreender as características deste tipo de trabalho e a sua relação com as práticas desenvolvidas ao nível individual. O trabalho colegial embora complexo e exigente, favorece o desenvolvimento de um sentido comum partilhado de currículo e as mudanças de prática sustentadas numa concepção colectiva de autonomia. Os contextos de prática individual e colegial não se substituem, mas antes complementam-se e reforçando-se mutuamente.This article results from an investigation about the collective work developed by three mathematics secondary teachers, in a curricular change context. This study attempts to understand what distinguishes the collective and individual working contexts, what is identical in both and which relations they establish between each other. Although the collaborative work is complex and exigent, it helps to develop a common share of the curriculum’ meaning and the change of practice sustained in a collective conception of autonomy. The collaborative and individual works are not incompatible, but rather complement and reinforce each other. Key words: Teaching practice; Contexts of practice, Collaborative practice, and Professional culture.Cet article est né d’une recherche pédagogique sur le travail collectif, menée à bien par trois enseignantes de Mathématiques, dans le cadre d’ une réforme curriculaire de l’Enseignement Secondaire. Avec cet étude on a essayé de comprendre les caractéristiques de ce type de travail et d’établir les relations entre celui-ci et les pratiques développées individuellement. Le travail en coopération, même si plus complexe et exigeant, favorise le développement du concept de curriculum partagé et les innovations des pratiques selon les principes de l’enseignement pour l’autonomie. Dans la mesure où ces deux contextes, individuels et coopératifs, ne se substituent pas, on tient à justifier qu’ils sont complémentaires et renforcent réciproquement le procès d’enseignement-apprentissage. Mots-clés: Pratique pédagogique; contextes de pratiques; pratiques en coopération; culture professionnelle.porPrática lectivaContexto de práticaPráticas de colaboraçãoCultura profissionaljournal article