Abstract
The objective of this article is to identify teaching learning that were mobilized by the development of projects from partnerships between university and school. Therefore, a qualitative meta-synthesis was conducted based on the analysis of ten final reports prepared by PIBID grantees from a private educational institution that promoted, with their own resources, such projects. The analysis is based on the perspective of Situated Learning Theory, which indicates that all activity (including learning) is situated in the relationships between people, contexts and practices. The analysis of the reports had enabled the characterization of learning, through three categories: teaching strategies/methodologies, didactic resources and classroom management. The data indicate that those projects enabled immersion in the school context, reflection, planning, implementation and evaluation of pedagogical intervention proposals. We conclude by emphasizing about the importance of projects that conceive school as a privileged locus of teacher education and it points out the consolidation of partnerships between universities and schools as possible paths for understanding and expanding the debate on issues involving Theory and Practice in Teacher Education.
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