O papel da pesquisa pedagógica na formação continuada de professores
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2023-12-15
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem por objeto de investigação a Pesquisa Pedagógica e sua relação com a formação continuada de professores. O estudo justifica-se pela necessidade de se realizarem pesquisas que apontem alternativas para a implementação dos processos de formação docente, neste caso, por meio de desenvolvimento de investigações sobre prática. Os problemas da pesquisa giraram em torno de responder às seguintes questões: a) qual o papel da Pesquisa Pedagógica enquanto modalidade investigativa da prática docente na formação continuada de professores? b) de que modo a pesquisa potencializa a formação continuada e a constituição do professor pesquisador e de sua profissionalidade? c) quais as tendências dos estudos em âmbito acadêmico quando seus objetos são a formação continuada e a pesquisa pedagógica e sua possível relação? A hipótese central é a de que as propostas de formação que tenham como base atitudes de pesquisa da prática consubstanciam a ação pedagógica do professor e contribuem para o desenvolvimento de sua profissionalidade. Nesse sentido, o objetivo geral foi o de proceder estudo teórico acerca do papel e das potencialidades da Pesquisa Pedagógica enquanto modalidade investigativa nos processos de formação continuada de professores, desdobrando-se nos seguintes objetivos específicos: evidenciar conceitos da formação continuada na perspectiva da formação do professor intelectual críticoreflexivo; compreender e relacionar os pressupostos da pesquisa com vistas ao desenvolvimento docente e constituição de sua profissionalidade; conceituar e teorizar a Pesquisa Pedagógica enquanto modalidade investigativa, delineando-a como potencial ferramenta para as ações formativas e para a cultura científica na escola; e proceder mapeamento dos estudos e pesquisas sobre a temática tratada. Para o alcance dos objetivos propostos, metodologicamente, o estudo dividiu-se em duas partes, a primeira, sendo pesquisa bibliográfica com o objetivo de tratar a temática do ponto de vista teórico-epistemológico, buscando um avanço acerca da discussão e, a segunda, com base no mapeamento dos estudos sobre pesquisa pedagógica e formação continuada realizados entre 1996 e 2022 a fim de Os resultados apontam para a necessidade de que a formação continuada em serviço ocorra com base em práticas que as potencializem e deem significado, sendo a Pesquisa Pedagógica uma importante modalidade nesse sentido, que deve ser estudada e definida com vistas ao avanço de sua compreensão do ponto de vista epistemológico e prático para essa finalidade, suscitando a problematização, o levantamento de hipóteses, a relação teoria e prática, dentre outros fatores, principalmente aspectos relacionados à constituição da profissionalidade do professor ao longo da carreira e à abertura do espaço para o desenvolvimento de uma cultura científica no contexto escolar.
This paper has as its point of investigation continued teacher’s formation and its relation with pedagogical research. Such proposition it’s justified by the need of studies which indicate alternatives to implement processes of teacher’s formation, in this case, by developing investigation about teacher’s practice. The research problems were involved with answering the following questions: a) what is the role of Pedagogical Research as an investigative model on teacher’s practice on continued teacher’s formation? b) In which way research increases continued formation and researcher teacher’s constitution and its professionalism c) what are the tendency of academical studies when their objects are continued formation and pedagogical research and their possible relation? The main hypothesis is formation proposes which has as its center attitudes on research practice substantiate teacher’s pedagogical action and contribute to its professionalism. In these words, the general objective was to proceed a study about the role and potentialities of Pedagogical Research as an investigative model on the teacher’s continued formation, unfolding at the following specific objectives: to emphasize concepts of continued formation on the critical-reflexive teacher perspective; to understand and relate research’s assumptions in order to teacher’s development and its professionalism constitution; to conceptualize and theorize Pedagogical Research as and investigative model, outlining it as a potential tool for formative actions and scientific culture at school environment; and proceeding to map studies and researches when this topic is treated. In order to achieve these goals, methodologically, this paper divided itself in two parts, the first one, based on bibliographical research assumptions aiming to demarcate the theme, treating it by the theorethic-epistemologic point of view, searching for an advance on the discution of the questioned knowledge and, the second one, based on maping studies about pedagogical research and continued formation occurred between 1996 and 2022, aiming to review the research’s results highlighting their tendencie’s panoramic view. The results point to the needing of teacher’s formation in service happen based on practices with highlight and give meaning, being Pedagogical Research an important modality, which has to be studied and defined aiming the advance of its understanding by the epistemological and practical point of view, rising problematization, mainly aspects related to teacher’s professionalism over its career and opening spaces for developing scientific culture on school environment.
This paper has as its point of investigation continued teacher’s formation and its relation with pedagogical research. Such proposition it’s justified by the need of studies which indicate alternatives to implement processes of teacher’s formation, in this case, by developing investigation about teacher’s practice. The research problems were involved with answering the following questions: a) what is the role of Pedagogical Research as an investigative model on teacher’s practice on continued teacher’s formation? b) In which way research increases continued formation and researcher teacher’s constitution and its professionalism c) what are the tendency of academical studies when their objects are continued formation and pedagogical research and their possible relation? The main hypothesis is formation proposes which has as its center attitudes on research practice substantiate teacher’s pedagogical action and contribute to its professionalism. In these words, the general objective was to proceed a study about the role and potentialities of Pedagogical Research as an investigative model on the teacher’s continued formation, unfolding at the following specific objectives: to emphasize concepts of continued formation on the critical-reflexive teacher perspective; to understand and relate research’s assumptions in order to teacher’s development and its professionalism constitution; to conceptualize and theorize Pedagogical Research as and investigative model, outlining it as a potential tool for formative actions and scientific culture at school environment; and proceeding to map studies and researches when this topic is treated. In order to achieve these goals, methodologically, this paper divided itself in two parts, the first one, based on bibliographical research assumptions aiming to demarcate the theme, treating it by the theorethic-epistemologic point of view, searching for an advance on the discution of the questioned knowledge and, the second one, based on maping studies about pedagogical research and continued formation occurred between 1996 and 2022, aiming to review the research’s results highlighting their tendencie’s panoramic view. The results point to the needing of teacher’s formation in service happen based on practices with highlight and give meaning, being Pedagogical Research an important modality, which has to be studied and defined aiming the advance of its understanding by the epistemological and practical point of view, rising problematization, mainly aspects related to teacher’s professionalism over its career and opening spaces for developing scientific culture on school environment.
Descrição
Palavras-chave
Educação, Pesquisa pedagógica, Formação continuada de professores, Professor-pesquisador, Profissionalidade docente, Education, Continued teacher’s formation, Pedagogical research, Researcher teacher, Teacher’s professionalism
Como citar
CARDOSO, Patrick Pacheco Castilho. O papel da pesquisa pedagógica na formação continuada de professores. 2024. 206 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2023.