Professores com formação Stricto sensu e o desenvolvimento da pesquisa na educação básica da rede pública de Goiânia / Stricuto sensu teachers formation of basic public education on Goiânia: research reality, barriers and possibilities

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study is related to the Teachers Formation and Professionalisation research guideline. The work theme can be generally defined as teachers 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 teachers 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 teachers 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 teachers 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 teachers 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.

ASSUNTO(S)

formação de professores stricto sensu; escolas públicas - goiânia (go) pesquisa e desenvolvimento; educação e estado pesquisa e desenvolvimento educacao trabalho docente. pesquisa teaching work. formação de professores teaching formation research

ACESSO AO ARTIGO

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