Professores com formação Stricto sensu e o desenvolvimento da pesquisa na educação básica da rede pública de Goiânia
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Data
2008-09-25
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Universidade Federal de Goiás
Resumo
This study is related to the Teacher s Formation and Professionalisation research
guideline. The work theme can be generally defined as teacher s formation, however,
the specific object is the basic education teacher research, more specifically the basic
education teacher who has a master or a doctor degree. The principal objective of this
research is to analyses the research conceptions related to the researcher/reflexive
teacher ideal, also, we want to see some alternatives for the research on basic education,
on a scientific perspective. The principle that guides the analysis is to understanding the
research as a necessary component on the teacher s action and formation, and in the
same time, seeing the teacher as an able professional who produces knowledge about
his own work. However, if we understanding the education as a hegemonic battlefield,
thinking on the research for the teacher s training and performance, may represent
different projects. These projects may represent progress on the teaching work because
enable the praxis theory and practice unity but also can contain pragmatic and
neotechnicist purposes about the theory and practice relationship, and also a policy
dependence, that creates and guides these proposals. We are starting from the analysis
of double dimension of the work as a teaching activity between the determination of
alienation and emancipation possibilities. From this perspective, we adopted the
historical dialectical materialism as a method, and also the theoretical production of
Vazquez (1968) and Gramsci (1995), authors who have studied the theory and practice
relationship question, or rather, the praxis. In the dialogue with authors who have
studied the research of the education professional, like Freitas (1995), Freitas (1999),
Duarte (2000b) and the production of ANFOPE (1984, 1986, 1988, 2000, 2002, 2004).
Intended to reveal the object, we opted for four methodological strategies: a) a
contextualization of the field, through a literature review; b) questionnaires proposals;
c) interviews; d) documents analysis such as the plan for public career of teaching (in
the state of Goiás and the city of Goiânia), official texts and documents relating the
basic education teacher s research. The investigation takes as a reference teachers with
master or doctor degree that works on basic education, in the state or municipal schools,
on the city of Goiânia, because they experienced a researcher formation and also
realized a research. In the research and action field we discuss with the guiding
questions: What is the meaning of research on teaching work? What is the role of the
research for the teacher s performance? The basic education teachers really held the
practice of a research? This work points to the following conclusion: the
research/reflection on practical epistemology is conceived in a broad and pragmatic
sense and has no the teaching work as a reference. However, if we want the research for
basic education teachers, this research needs to be taken in the strict sense of doing
science. Thus, we believe that teachers can do research, but, with the epistemological
and training discussion, we need to create policies for the research and discuss the
material conditions of the career in school, or rather, thinking on the profession and
professionalization of teaching.
Descrição
Citação
SILVA, Kátia Augusta Curado Pinheiro Cordeiro da. Stricuto sensu teacher s formation of basic public education on Goiânia: research reality, barriers and possibilities. 2008. 292 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.