Abstract: The present study aims to investigate the use of Coaching in an educational context. Furthermore, it seeks to reflect how the teacher’s personal and professional beliefs and values influence the teaching-learning process; highlight the contribution of Coaching to the construction of the teacher’s identity and subjectivity and emphasize the insertion of this methodology as an element of continuing education. This study has as its background the dissatisfaction of most teachers in relation to their profession, generated by social devaluation, lack of professional recognition, exhaustive routine and low salaries, lack of resources to exercise their profession, violence in the classroom, etc., especially, the most diverse limiting beliefs rooted in the teacher’s mind, which almost always flows into demotivation and disengagement with himself, with the student, with the institution and with society. Thus, it begins with the search for the historical and semantic origin of the term Coaching and with the analysis of the theoretical influences that underlie the referred methodology. Then, it presents the concept and categories of Coaching, in addition to warning about what Coaching is not and demonstrating how this cycle occurs, emphasizing the importance of its tools. In a specific chapter, it analyzes Coaching applied to the educational context and its contribution to the dialectical process of teaching and learning, based on some theoretical references such as Lev Vygotsky, Jean Piaget and Paulo Freire. As a methodology, qualitative and bibliographic research was chosen, deepening the understanding of aspects of reality and dynamics of social relations. During the research, it is observed that the existence of limiting beliefs by teachers is harmful to the teaching and learning process, proving the “Pigmaleão Effect”, by Robert Rosenthal; as well as a feeling of discontent and or a willingness to change was evident. With the analysis of the research, it became evident that Coaching is a viable and successful methodology when applied in Education, more specifically, to the teacher; since it enables the understanding of the teacher’s subjectivity and the construction of his identity with the social subject, seeking the balance of his personal and professional dimensions and, mainly, adapting them to his principles and values. Thus, it was possible to verify the positive impact of Coaching on the teacher, with enormous gains being reported such as: selfawareness, self-responsibility, self-realization, which overflow in determination in reaching goals and better quality of life, in addition to contributing effectively to the process of teaching and learning. Finally, the present research concludes that the Educational Coaching,  as an instrument of continuing education for the teacher, proves to be a pedagogical innovation for obtaining extraordinary results in school and academic practice, bringing a new perspective to the teacher and, consequently, to the students, institutions and society.

Keywords: Coaching. Education. Educational Coaching. Teacher.