RESEARCH AND EDUCATION: GLEPDIAL and the professional development of educators in basic education

• Autor(a) principal: Rabelo, Francy Sousa
• Data de Publicação: 2022
• Outros Autores: Lima, Maria Socorro Lucena, Farias, Isabel Maria Sabino de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online)
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/16072
• topic: Desarrollo Profesional Docente; Grupos de investigación; Formación de Profesores; Desenvolvimento Profissional Docente; Grupo de Pesquisa; Formação de Professores; Teachers Professional Growth; Research groups; Teacher Development

The relationship between school and university as a fruitful exchange on the education of teachers and professors can be experienced in research groups to favor the professional development of educators. This article addresses the formative role of the Study and Research Group on Reading and Writing as a Dialogical Process (Grupo de Estudos e Pesquisa em Leitura e Escrita como Processo Dialógico/GLEPDIAL) in the professional development of Basic Education teachers. This is established as exploratory research of qualitative foundation about the formative experience of the cited group, at the Federal University of Maranhão (Universidade Federal do Maranhão/UFMA). The text has been divided into four parts: the first part situates the theme, the objective, and the methodology; the second presents the discussion on docent formation and research, with emphasis on reflection on practice; in the third, it is presented the analysis of data in the light of the chosen authors; and in the fourth, some provocative considerations. Of qualitative foundation, with an interpretivist perspective, the data were generated via an open questionnaire along with three educators who participated in the group and whose debate was carried out through textual discourse analysis. The results point out that participating in research groups instigates the return to the University, giving new meaning to personal and professional projects, enabling exchanges and knowledge, appropriation of acquired understanding, and moving them to reflect on their practice.