Continuous training is a right given to the education professional who is teaching in schools aiming to ensure the quality of teaching and learning. This way, the present research aims to analyze the Thematization of Pedagogical Practice as a continuous education strategy and verify its effects on the pedagogical practice of Science teachers at a full-time school. The research is of qualitative character, it was characterized as an interventional research because the researcher was her own trainer. Data was collected through a diagnostic questionnaire together with an interview with the Natural Sciences area coordinator. Video recording and subsequent transcription of the Practice Thematization Process and the answers to the final questionnaire were part of the collected data as well. In the interface of the three stages, it was possible to verify that the Thematization of Pedagogical Practice, based on the analysis of the teacher’s practice, makes it possible to understand and improve it. In other words, to consider what happened during classes, observing the successes or mistakes to further intervene in the process to improve teaching and learning. Considering the limits of this training strategy, the result allows us to state that a longer time spent by teachers at school proposed by the Full-time Education Program is still not enough to carry out an adequate continuous training by professionals because their responsibilities are many.
