Estado do conhecimento sobre formação de profissionais da educação: teses e dissertações do período 2003-2010

• Autor(a) principal: Brzezinski, Iria
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v5i2.4368

The object of this research is the formation of education professionals. It sets out to draw up the state of knowledge, through a qualitative investigation of a bibliographical nature combined with an analysis of content. The empirical field consists of 774 studies in the form of dissertations and theses defended in Post-Graduate Education Programs in Brazil, accredited by Fundação de Capacitação de Pessoal de Ensino Superior. The period covered is from 2003 to 2010. These studies form a purposive sample. After reading all and making of extended abstracts and preparing an analytical matrix analysis, seven categories emerged, namely: a) Conceptions of Teaching and Teacher Formation; b) Policies and Proposals for Teacher Formation; c) Initial Formation; d) Ongoing Formation; e) Teaching Work; f) Teaching Identity and Professionalization; h) Literature Review. The results and conclusions indicate that in category a) there are 34 studies; in b) 97; in c) 150; in d) 103; in e) 215; in f) 163; and in g) 11. They also indicate that around 80% of the studies show the authors’ commitment to research, a solidly-based theoretical background and a well-defined research object and research problem. Approximately 15% of authors have difficulty in clearly describing the research method, the mode of inquiry, procedures and the tools for data collection used in their theses and dissertations and 5% do not even make reference to the type of research.