CONTRIBUTION OF THE LESSON STUDY METHOD IN BASIC EDUCATION SCHOOLS IN ESPÍRITO SANTO

Abstract

This study investigates the contribution of the Lesson Study method in basic education schools in Espírito Santo, highlighting its importance in the continuous training of teachers and in the improvement of pedagogical practices. Lesson Study, a collaborative approach that originated in Japan, involves a group of educators who come together to plan, observe, and analyze lessons, thus promoting critical reflection on teaching. The research seeks to understand how this methodology has been implemented in Espírito Santo schools, what are the perceptions of teachers about their experiences and the impacts observed in their pedagogical practices. The literature points out that collaboration between educators is fundamental for professional development and teaching effectiveness. Lesson Study creates an environment conducive to the exchange of experiences and mutual learning, allowing teachers to reflect on their approaches and adopt new methodologies that benefit their students. In addition, the observation of colleagues' classes provides an opportunity for critical analysis of pedagogical practices, contributing to the construction of a culture of collaborative learning. The expected results of this research include the identification of the main challenges faced in the implementation of the Lesson Study, as well as the benefits perceived by teachers in relation to their teaching practices. The research reinforces the importance of continuous training and the valorization of teacher professional development, showing that the Lesson Study presents itself as a promising strategy to promote quality education in basic education schools in Espírito Santo.