Critical-collaborative action research: constructing its meaning through experiences in teacher education

Detalhes bibliográficos
Autor(a) principal: Pimenta, Selma Garrido
Data de Publicação: 2005
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/27993
Resumo: This text presents the process of reconfiguration of the meaning and sense of action research as a critical-collaborative research starting from two experiences we have coordinated involving teams from university and from public schools in the State of São Paulo, as well as discussing its potential for impact in teacher education and action and its implications for public policies in education. Concerned with carrying out research in the school contexts, so as to help their teams to understand and give an answer to the intrinsic difficulties, we find in the qualitative approaches the most natural path. But, what perspective should we adopt? Should it be intervention-based? It did not seem to us to be the most adequate approach given its tendency to overtake the responsibilities of school workers. The ethnographic approach was not satisfying either, considering the risks of entangling ourselves in endless descriptions of phenomena. Neither did we want to carry out case studies. We were sure that we wanted to conduct research with the professionals in school contexts and not about them. Our expectation was one of contributing to their processes of continuing education. It thus seemed that the action research would be an adequate approach. However, considering the complexity that usually surrounds this approach, we were not tempted, at first, to give its name to the approach we were going to employ. As the study progressed, it gave shape to what we shall call critical-collaborative action research. It is with this process that the present text shall deal.
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spelling Critical-collaborative action research: constructing its meaning through experiences in teacher education Pesquisa-ação crítico-colaborativa: construindo seu significado a partir de experiências com a formação docente Pesquisa-ação crítico-colaborativaFormação de professoresSaberes docentesDidáticaCritical-Collaborative Action ResearchTeacher educationTeaching knowledgesDidactics This text presents the process of reconfiguration of the meaning and sense of action research as a critical-collaborative research starting from two experiences we have coordinated involving teams from university and from public schools in the State of São Paulo, as well as discussing its potential for impact in teacher education and action and its implications for public policies in education. Concerned with carrying out research in the school contexts, so as to help their teams to understand and give an answer to the intrinsic difficulties, we find in the qualitative approaches the most natural path. But, what perspective should we adopt? Should it be intervention-based? It did not seem to us to be the most adequate approach given its tendency to overtake the responsibilities of school workers. The ethnographic approach was not satisfying either, considering the risks of entangling ourselves in endless descriptions of phenomena. Neither did we want to carry out case studies. We were sure that we wanted to conduct research with the professionals in school contexts and not about them. Our expectation was one of contributing to their processes of continuing education. It thus seemed that the action research would be an adequate approach. However, considering the complexity that usually surrounds this approach, we were not tempted, at first, to give its name to the approach we were going to employ. As the study progressed, it gave shape to what we shall call critical-collaborative action research. It is with this process that the present text shall deal. O texto apresenta o processo de reconfiguração do sentido e do significado da pesquisa-ação como pesquisa crítico-colaborativa, a partir de duas experiências que coordenamos junto a equipes da universidade e de escolas públicas no estado de São Paulo e discute seu potencial de impacto na formação e atuação docente e seus desdobramentos para políticas públicas de educação. Preocupados em realizar pesquisas nos contextos escolares de modo a contribuir com suas equipes na compreensão e no encaminhamento de respostas às dificuldades nelas inerentes, encontramos nas abordagens qualitativas o caminho natural. Porém, qual perspectiva adotar? Seria a interventiva? Não nos parecia adequada considerando a tendência desta de se sobrepor às responsabilidades dos profissionais das escolas. Também não nos satisfazia a perspectiva etnográfica, considerando os riscos de nos embrenharmos em infindas descrições dos fenômenos. Também não faríamos estudo de casos. A certeza que tínhamos era a de que queríamos realizar pesquisas com os profissionais nos contextos escolares e não sobre eles. Nossa expectativa era a de contribuir nos seus processos de formação contínua. Parecia então que a pesquisa-ação seria adequada. Porém, considerando a complexidade de que essa abordagem se reveste, não nos encorajamos, de início, a assim denominar a que utilizaríamos. À medida em que foram sendo desenvolvidas, foi se configurando o que acabamos por denominar de pesquisa-ação crítico-colaborativa. É sobre esse processo que este texto se debruça. Universidade de São Paulo. Faculdade de Educação2005-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2799310.1590/S1517-97022005000300013Educação e Pesquisa; v. 31 n. 3 (2005); 521-539Educação e Pesquisa; Vol. 31 No. 3 (2005); 521-539Educação e Pesquisa; Vol. 31 Núm. 3 (2005); 521-5391678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/27993/29777https://www.revistas.usp.br/ep/article/view/27993/29778Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessPimenta, Selma Garrido2014-10-24T15:43:24Zoai:revistas.usp.br:article/27993Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:43:24Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Critical-collaborative action research: constructing its meaning through experiences in teacher education
Pesquisa-ação crítico-colaborativa: construindo seu significado a partir de experiências com a formação docente
title Critical-collaborative action research: constructing its meaning through experiences in teacher education
spellingShingle Critical-collaborative action research: constructing its meaning through experiences in teacher education
Pimenta, Selma Garrido
Pesquisa-ação crítico-colaborativa
Formação de professores
Saberes docentes
Didática
Critical-Collaborative Action Research
Teacher education
Teaching knowledges
Didactics
title_short Critical-collaborative action research: constructing its meaning through experiences in teacher education
title_full Critical-collaborative action research: constructing its meaning through experiences in teacher education
title_fullStr Critical-collaborative action research: constructing its meaning through experiences in teacher education
title_full_unstemmed Critical-collaborative action research: constructing its meaning through experiences in teacher education
title_sort Critical-collaborative action research: constructing its meaning through experiences in teacher education
author Pimenta, Selma Garrido
author_facet Pimenta, Selma Garrido
author_role author
dc.contributor.author.fl_str_mv Pimenta, Selma Garrido
dc.subject.por.fl_str_mv Pesquisa-ação crítico-colaborativa
Formação de professores
Saberes docentes
Didática
Critical-Collaborative Action Research
Teacher education
Teaching knowledges
Didactics
topic Pesquisa-ação crítico-colaborativa
Formação de professores
Saberes docentes
Didática
Critical-Collaborative Action Research
Teacher education
Teaching knowledges
Didactics
description This text presents the process of reconfiguration of the meaning and sense of action research as a critical-collaborative research starting from two experiences we have coordinated involving teams from university and from public schools in the State of São Paulo, as well as discussing its potential for impact in teacher education and action and its implications for public policies in education. Concerned with carrying out research in the school contexts, so as to help their teams to understand and give an answer to the intrinsic difficulties, we find in the qualitative approaches the most natural path. But, what perspective should we adopt? Should it be intervention-based? It did not seem to us to be the most adequate approach given its tendency to overtake the responsibilities of school workers. The ethnographic approach was not satisfying either, considering the risks of entangling ourselves in endless descriptions of phenomena. Neither did we want to carry out case studies. We were sure that we wanted to conduct research with the professionals in school contexts and not about them. Our expectation was one of contributing to their processes of continuing education. It thus seemed that the action research would be an adequate approach. However, considering the complexity that usually surrounds this approach, we were not tempted, at first, to give its name to the approach we were going to employ. As the study progressed, it gave shape to what we shall call critical-collaborative action research. It is with this process that the present text shall deal.
publishDate 2005
dc.date.none.fl_str_mv 2005-12-01
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://www.revistas.usp.br/ep/article/view/27993
10.1590/S1517-97022005000300013
url https://www.revistas.usp.br/ep/article/view/27993
identifier_str_mv 10.1590/S1517-97022005000300013
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/27993/29777
https://www.revistas.usp.br/ep/article/view/27993/29778
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 31 n. 3 (2005); 521-539
Educação e Pesquisa; Vol. 31 No. 3 (2005); 521-539
Educação e Pesquisa; Vol. 31 Núm. 3 (2005); 521-539
1678-4634
1517-9702
reponame:Educação e Pesquisa
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instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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