Research-action as an analysis and evaluation instrument for the teaching practice
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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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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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1754832032762953728 |