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Previous issue date: 2012-12-06 === This study aimed to analyze the actions of teachers continuing education in the school space, specifically in pedagogical meetings, and how these meetings are reflected in the teaching activities of a school in Bom Princ?pio / RS/ Brazil. Pedagogical meetings were evaluated as planned in the workload of the teachers, analyzing the meeting‟s agendas, content and organization of time as well as the work of pedagogical coordinator; it was identified the pedagogical mediations of teacher continuing education proposed at the pedagogical meetings and their implications in everyday school life through teaching action, observing how the process happens and what relation it establishes with daily practice; and known the conceptions and expectations of the teachers towards their formation. For this, it was used a qualitative research approach, an exploratory kind and, as a technical procedure it was used the case study, whose instruments of data collection were the bibliographical research, the observation, the semi open questionnaire and the documental analysis. The subjects interviewed were teachers who work in elementary school and who also have graduation or post-graduation degrees and who have more than three years of teaching experience. The data collected were submitted to the technique of content analysis (Bardin, 1977). Regarding teacher continuing education, this research finds its main contribution in Garc?a (1992, 1999) and N?voa (1992). When the continuing education happens in the pedagogical meeting at school, Cassalete (2007) brings important contributions. However in order to continuing education happen, it is necessary that someone ensure the necessary interventions and Andrew Almeida, Placco and Christov (2006) present the pedagogical coordinator as a former figure in the process of professional growth. The data analysis allowed the researcher to observe that the teachers recognize the pedagogical meeting as a continuing education space when it is managed by qualified coordination. The teachers also detach that this space provides a more specific look at the school issues and it facilitates the educational activities that contemplate their daily needs. Finally, it is hoped that this research may contribute with the scientific community in the teacher formation area, providing an analysis and a reflection about continuing education in the school itself, qualifying the pedagogical meetings as a promoter of this process === A presente pesquisa teve como principal objetivo analisar as a??es de forma??o continuada de professores no espa?o escolar, mais especificamente nas reuni?es pedag?gicas, e como elas repercutem na a??o docente de uma escola do munic?pio de Bom Princ?pio/RS. Foram avaliadas as reuni?es pedag?gicas previstas na carga hor?ria dos professores, analisando suas pautas, conte?do e organiza??o do tempo, bem como o trabalho do coordenador pedag?gico; identificadas as media??es pedag?gicas de forma??o continuada de professores propostas nas reuni?es pedag?gicas e suas implica??es no cotidiano escolar atrav?s da a??o docente, observando como o processo acontece e a rela??o que ele estabelece com a pr?tica di?ria; e conhecidas as concep??es e expectativas dos professores em rela??o a sua forma??o. Para isso, utilizou-se a abordagem qualitativa de pesquisa, do tipo explorat?ria e, como procedimento t?cnico o estudo de caso, cujos instrumentos de coleta de dados foram a pesquisa bibliogr?fica, a observa??o, o question?rio semiaberto e a an?lise documental. Os sujeitos entrevistados foram professoras que atuam no Ensino Fundamental e que possuem gradua??o ou p?s-gradua??o e mais de tr?s anos de experi?ncia docente. Os dados coletados foram submetidos ? t?cnica de an?lise de conte?do (Bardin, 1977). Em rela??o ? forma??o continuada de professores, a pesquisa encontra seu principal aporte em Garc?a (1992, 1996) e N?voa (1999). Quando a forma??o continuada acontece na reuni?o pedag?gica da escola, Cassalete (2007) traz importantes contribui??es. Entretanto, para que a forma??o realmente aconte?a ? preciso que algu?m fa?a as interven??es necess?rias e Andr?, Almeida, Christov e Placco (2006) apresentam a figura do coordenador pedag?gico como formador neste processo de crescimento profissional. A an?lise dos dados permitiu observar que as professoras percebem a reuni?o pedag?gica como espa?o de forma??o continuada, quando esta ? gestada por uma coordena??o qualificada. Tamb?m destacam que esse espa?o proporciona um olhar mais espec?fico ?s quest?es da escola e facilita a??es pedag?gicas que contemplem suas necessidades di?rias. Por fim, espera-se que a realiza??o desta pesquisa possa contribuir com a comunidade cient?fica na ?rea de forma??o de professores, promovendo uma an?lise e reflex?o acerca da forma??o continuada no pr?prio espa?o escolar, qualificando as reuni?es pedag?gicas como propulsoras desse processo
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