This report describes a longitudinal descriptive case study that focused on the contexts and continuing teacher training schedules for school teachers, focusing on a public municipal school in the state of Rio Grande do Sul, over a 24-year period. Arranged in the form of qualitative study based on a document review, the paper proposes an analysis of the trends and contexts of continuing education historically engaged in this network between 1989 and 2012. In conclusion, we can say that that according to the unfolding of historical and situational contexts, there was an organization of different agendas for continuing education of teachers that epistemologically, was sometimes based on structured projects and prospects for transformation of pedagogical action, and sometimes on actions with short duration, restricted to one-off training practices.