This post-doctoral report excerpt provides a reflection and analysis of teaching report, examining the procedural historical timeline of the Continuing Training Program for basic education teachers. This program, which emphasizes Undergraduate Research and Technological Initiation through problem-based and project-based learning, took place in a rural region of São Paulo, Brazil, from 2014 to 2024. The training described, built cooperatively among trainers, tutors, and teachers, provided tools—both technological and non-technological—for communication, interaction, repository, and guidance support. These tools aided teachers in their roles as project advisors, helping students solve real-life problems. The aim is to reflect on the impact of this action on the change in teacher praxis, influenced by the consistent contribution of the University to public schools. By examining documentary data in materials and recordings, listening to and reading teachers’ experiences, and managing selected data, the use of technological resources in the Program was investigated. Positive results were observed among teachers, managers, and students, who were committed to facing the challenge until the end, as the Program touches all sectors of the school community. Some possible variables contributing to the difficulties faced include coping with the necessary rigor, the interdisciplinary perspective, the overall disposition of students, challenges integrating with required curricula, the time needed for guidance, lack of school management support, and other reasons that can be discussed regarding the hardships within a public school.