Formação de professores centrada na pesquisa: A relação teoria e prática

• Autor(a) principal: SILVA, Lueli Nogueira Duarte e
• Data de Publicação: 2011
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000ds9q
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1108
• topic: Formação de professores; Pesquisa docente; Teoria e prática; Praticismo; Teacher formation; Teacher‟ s research; Theory and practice; Practicism; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study discusses how the relationship theory and practice is formulated in contemporary approaches to teacher formation which claim that research is a educational and formative principle in the formation and practice of the teacher, particularly the action-research undertaken by teachers themselves into their own educational practice, with or without the collaboration of university specialists. It starts from the premise that the conception of the relationship theory and practice which is being formulated in these formation approaches is based on a dual perspective: first, they separate them and then try to identify or organize these instances. Using the Critical Theory of the Frankfurt School as a basis, especially in Adorno and Horkheimer, the relationship established between theory and practice is understood to be one of contradiction. Therefore, there would be no identity between these instances not to mention continuity or simple interface. This theoretical study selected research-based approaches to formation which focus, above all, on practical and critical perspectives. Within these perspectives, those foreign authors most frequently cited and appropriated by Brazilian researchers were selected, including Dewey, Schwab, Stenhouse, Elliott, Schön, Zeichner and Carr & Kemmis. This study set out to understand the concepts and ideas about teaching, research, curriculum, teacher as well as the relationship theory and practice. It concluded that the implications of this conception of the dual perspective of the theory and practice relationship in approaches in research-based formation, on the one hand, represent a risk of practicism in education or the prevalence of practice over theory. On the other hand, it also represents the risk of an instrumentalized theory, at times geared towards solving educational problems and at other times towards directing or informing teaching action. Both contain educational implications which contribute towards the maintenance and reinforcement of the technical and scientific rationality of education.