O lugar da pesquisa cientifica na formação do professor

Abstract

The present work of course completion (Pedagogy) aims to situate the context in which educational research is inserted in Brazil, regarding the formation of the future teacher. It is, therefore, a critical reflection intended to locate, according to authors of reference, the place of scientific research in the initial training of teachers in undergraduate courses. It is considered that the practice of research has not been generalized as a regular activity in undergraduate courses in Brazilian universities, nor in the activities of teachers in the classroom. Through this study, we present the basic concepts of educational research, of the critical and reflective teacher-researcher, and of the curriculum. Supported by RAMALHO, NÚÑEZ and GAUTHIER, (2003), we discuss the influence that the (predominant) hegemonic model of initial teacher training exerts on the teacher-research relation, comparing it to the emergent (proposed) formative model, defended in the light of Professionalization of teaching work. From that, we highlight an group theoretical arguments proposed by Laurence Stenhouse, Menga Ludke, Marli André, David Hopkins, Isabel Alarcão, Bernardete Gatti, Isauro Beltrán Núñez and Betania Ramalho, among others, are highlighted, regarding research as a strategic resource for the formation and construction of the identity of the teacher as a professional.