Research-action as an analysis and evaluation instrument for the teaching practice

Detalhes bibliográficos
Autor(a) principal: Abdalla, Maria de Fatima Barbosa
Data de Publicação: 2005
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/621
Resumo: This article intends to reflect on research-action as an instrument to analyze and evaluate the teaching practice. To do so, it investigates a group of Elementary and Grade School teachers involved in a Continued Education/ University Training Program. From this perspective, the text approaches aspects that guide the research-action methodology and evaluates its effects, analyzing them from the following perspectives: the school structure as a work context; teacher practices face to the teaching and research situation; and the habitus as a way of being and practicing the profession. As conclusions, even if partial, this article announces a few principles that allow one to bring new meaning to research-action as a professional training and learning strategy that is able to make the teaching practice more critical and coherent in the search for its needed transformation.
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spelling Research-action as an analysis and evaluation instrument for the teaching practiceLa investigación-accion como instrumento de analisis y evaluacion de la practica docenteA pesquisa-ação como instrumento de analise e avaliação da pratica docenteInvestigacion-accion; Practica docente; HabitusResearch-action; Teaching practice; HabitusPesquisa-ação; Pratica docente; HabitusThis article intends to reflect on research-action as an instrument to analyze and evaluate the teaching practice. To do so, it investigates a group of Elementary and Grade School teachers involved in a Continued Education/ University Training Program. From this perspective, the text approaches aspects that guide the research-action methodology and evaluates its effects, analyzing them from the following perspectives: the school structure as a work context; teacher practices face to the teaching and research situation; and the habitus as a way of being and practicing the profession. As conclusions, even if partial, this article announces a few principles that allow one to bring new meaning to research-action as a professional training and learning strategy that is able to make the teaching practice more critical and coherent in the search for its needed transformation.Este artículo pretende reflexionar sobre la investigación-accion como instrumento de analises y evaluacion de la practica docente. Para ello, investiga un grupo de profesoras de Educacion Infantil y de las series iniciales de la Educacion Primaria en el interior de un Programa de Educacion Continuada/PEC-Formacion Universitaria. Desde esta perspectiva, el texto abarca aspectos que nortean la metodologia de investigación-accion, y evalúa sus efectos, analizandolos desde la optica de las siguientes dimensiones: la estructura de la escuela, como contexto de trabajo; las practicas del profesor ante la situacion de enseñanza y investigación, y el habitus como maneras de ser y de estar em la profesion. Como conclusiones, aunque parciales, anuncia algunos principios que permiten resignificar la investigación-accion como estrategia de formacion y de aprendizaje profesional capaz de tornar la practica docente mas critica y coherente en la búsqueda de su necesaria transformacion.Este artigo pretende refletir sobre a pesquisa-ação como instrumento de analise e avaliação da pratica docente. Para isso, investiga um grupo de professoras de Ed. Infantil e das series iniciais do Ensino Fundamental no interior de um Programa de Educação Continuada/PEC-Formação Universitaria. Nesta perspectiva, o texto aborda aspectos norteadores da metodologia de pesquisa-ação e avalia seus efeitos, analisando-os, sob a otica das seguintes dimensoes: a estrutura da escola, como contexto de trabalho; as práticas do professor frente à situação de ensino e pesquisa; e o habitus como maneiras de ser e de estar na profissao. Como conclusoes, ainda que parciais, anuncia alguns principios que permitem ressignificar a pesquisa-ação como estrategia de formação e de aprendizagem profissional capaz de tornar a pratica docente mais critica e coerente na busca de sua necessaria transformação.Fundação CesgranrioAbdalla, Maria de Fatima Barbosa2005-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/621Ensaio: Avaliação e Políticas Públicas em Educação; v. 13, n. 48 (2005): Revista Ensaio - Jul./Set.1809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-07-14T21:25:35Zoai:ojs.localhost:article/621Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-07-14T21:25:35Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Research-action as an analysis and evaluation instrument for the teaching practice
La investigación-accion como instrumento de analisis y evaluacion de la practica docente
A pesquisa-ação como instrumento de analise e avaliação da pratica docente
title Research-action as an analysis and evaluation instrument for the teaching practice
spellingShingle Research-action as an analysis and evaluation instrument for the teaching practice
Abdalla, Maria de Fatima Barbosa
Investigacion-accion; Practica docente; Habitus
Research-action; Teaching practice; Habitus
Pesquisa-ação; Pratica docente; Habitus
title_short Research-action as an analysis and evaluation instrument for the teaching practice
title_full Research-action as an analysis and evaluation instrument for the teaching practice
title_fullStr Research-action as an analysis and evaluation instrument for the teaching practice
title_full_unstemmed Research-action as an analysis and evaluation instrument for the teaching practice
title_sort Research-action as an analysis and evaluation instrument for the teaching practice
author Abdalla, Maria de Fatima Barbosa
author_facet Abdalla, Maria de Fatima Barbosa
author_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Abdalla, Maria de Fatima Barbosa
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Investigacion-accion; Practica docente; Habitus
Research-action; Teaching practice; Habitus
Pesquisa-ação; Pratica docente; Habitus
topic Investigacion-accion; Practica docente; Habitus
Research-action; Teaching practice; Habitus
Pesquisa-ação; Pratica docente; Habitus
description This article intends to reflect on research-action as an instrument to analyze and evaluate the teaching practice. To do so, it investigates a group of Elementary and Grade School teachers involved in a Continued Education/ University Training Program. From this perspective, the text approaches aspects that guide the research-action methodology and evaluates its effects, analyzing them from the following perspectives: the school structure as a work context; teacher practices face to the teaching and research situation; and the habitus as a way of being and practicing the profession. As conclusions, even if partial, this article announces a few principles that allow one to bring new meaning to research-action as a professional training and learning strategy that is able to make the teaching practice more critical and coherent in the search for its needed transformation.
publishDate 2005
dc.date.none.fl_str_mv 2005-07-20
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/621
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/621
dc.language.iso.fl_str_mv pt; en; es
language_invalid_str_mv pt; en; es
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv








dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 13, n. 48 (2005): Revista Ensaio - Jul./Set.
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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