Encourage communication and information. Encourage participation in decision making. Consensually resolve conflicts, etc. Overcoming individual dimension that has traditionally characterized the performance of teachers, requires consideration of the school as the text and context of action, as an enabler or limiting innovation. Assume professional institutional commitments, promote collaborative work structures and processes generate internal dynamic is not possible without changing the current conditions in which teachers move. A greater commitment to institutional autonomy, allowing different projects to establish take compensatory mechanisms and control processes, complete with the collective awareness, critical and demanding of professionals about their working conditions but also on the demands of the new professional profile which is to allow customization of curriculum projects.

The demands for greater consistency of initial training with the new proposals should be completed with a modification of lifelong learning, which has to be contextualized in the center, starting from the reflection on own practice and incorporating cooperative methodology. Increased demand for school autonomy as a catalyst for a new concept and professional practices, should also affect the training of advisers and lead to rethinking of the roles direct teaching. This is detailed in a more professional level model that respects school in which we operate and further enhance the performance of the function (allowing better conditions on the formation, stability and a degree of official recognition) function and make a trade. The biggest problem to be overcome in this process is to avoid vicious circles, so the search for efficiency and quality can lead us to an expanding technology, directly or indirectly promoting a classification and super-specialization within the teaching. In parallel, the distribution of tasks with varying degrees of autonomy can promote a deskilling of lower links, is the first factor in the loss of quality. The reflection on autonomy and its relationship to the professionalization can not be an excuse to divert the discourse on aspects that are latent. Bibliography Davini, Maria Cristina “Teacher training in question: Politics and Pedagogy.”

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