| Sumario: | This research investigated how the Pedagogical Residency Program (PRP) - Physical Education, developed at a public university in the interior of São Paulo, contributed to the production of professional teaching knowledge (PTK). By focusing on the professionalization of teaching and teaching as a profession of human interactions, the study aimed to understand, in the PRP context, the construction of meanings around collaborative work, the mobilization of knowledge, and the use of formative tools in the articulation between university and school. This is a qualitative, interpretative research involving four residents between 2018 and 2020. Data were collected through residents' portfolios and semi-structured interviews. Content analysis revealed three themes: (a) Organization and Management of the Physical Education Community, Pedagogical Meetings, and Interaction; (b) Tools as links between theory and practice; (c) Foundations of professional teaching knowledge production. The results indicate that collaborative dynamics strengthened PTK development, providing a reflective environment and exchanges among participants. Formative tools played a central role in the residents' PTK development. The study suggests that initial teacher training programs should focus not only on increasing practice but also on providing the necessary support for residents to apply PTK in a contextualized and effective way. Implications include the need to create shared spaces in teacher education where PTK can be collectively built in hybrid and collaborative environments.
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