文章基本信息

标题：As implicações da pesquisa como espaço formativo para compreender a prática docente
本地全文：下载
作者：Maria de Fátima Barbosa Abdalla
期刊名称：Educação Unisinos
印刷版ISSN：2177-6210
出版年度：2009
卷号：13
期号：3
页码：246-254
DOI：10.4013/4957
语种：Portuguese
出版社：Educação Unisinos
摘要：Developed in three different phases, this study aims at reflecting on what the implications research has to offer on the understanding of the teaching practice. The first phase indicates how interns from different undergraduate courses (Education, Letters, Mathematics and Geography) were able to achieve solid educational backgrounds through research projects. The second phase, which investigated the course followed by teachers in a Continued Education Program, points out to what extent research/action projects contribute to the continued education process. The third phase, which included professors, focuses the research as an effective space to understand the teaching practice. To get to know the needs of interns/teachers and regarding the implications of research in this process is the main intention of these phases. From the methodological viewpoint: interns and teachers were mapped to identify the field schools and the projects; projects that emphasize research as a formative principle were selected; statements were gathered in these processes. As partial results, a few co-formation effects were detected as the principles of composition: the pertinence of theory for practical reviews; new meaning to thinking relationally; a sensitive listening to claim researcher coherence and to imply the researchers epistemologically; the theorization to engage the collective researcher; strengthening autonomy for position-taking; allowing the forms of power, participation, and action to be enhanced in the school community. Key words: research as formative space, teaching practice, principles of composition.
其他摘要：Developed in three different phases, this study aims at reflecting on what the implications research has to offer on the understanding of the teaching practice. The first phase indicates how interns from different undergraduate courses (Education, Letters, Mathematics and Geography) were able to achieve solid educational backgrounds through research projects. The second phase, which investigated the course followed by teachers in a Continued Education Program, points out to what extent research/action projects contribute to the continued education process. The third phase, which included professors, focuses the research as an effective space to understand the teaching practice. To get to know the needs of interns/teachers and regarding the implications of research in this process is the main intention of these phases. From the methodological viewpoint: interns and teachers were mapped to identify the field schools and the projects; projects that emphasize research as a formative principle were selected; statements were gathered in these processes. As partial results, a few co-formation effects were detected as the principles of composition: the pertinence of theory for practical reviews; new meaning to thinking relationally; a sensitive listening to claim researcher coherence and to imply the researchers epistemologically; the theorization to engage the collective researcher; strengthening autonomy for position-taking; allowing the forms of power, participation, and action to be enhanced in the school community. Key words: research as formative space, teaching practice, principles of composition.