La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación

Detalhes bibliográficos
Autor(a) principal: Turpo-Gebera, Osbaldo
Data de Publicação: 2020
Outros Autores: Quispe, Pedro Mango, Paz, Luis Cuadros, Gonzales-Miñán, Milagros
Tipo de documento: Artigo
Idioma: eng
spa
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/187052
Resumo: Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.
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spelling La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de EducaciónFormative research at the university: meanings conferred by faculty at an Education DepartmentFormative researchUniversityTeacher trainingScientific researchInvestigación formativaUniversidadFormación docenteInvestigación científicaWithin the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.En el marco de la investigación formativa se suscita una serie de construcciones subjetivas sobre su comprensión y trascendencia. Dicha situación incita a determinar los sentidos asignados a su implementación pedagógica en la formación del profesorado. En esa intención, se ha entrevistado a siete docentes de la Facultad de Ciencias de la Educación de la Universidad Nacional de San Agustín de Arequipa (Perú), a fin de reconocer los sentidos establecidos en su concepción, su distinción de la investigación científica, las características requeridas y las expectativas suscitadas. Los resultados evidencian que los docentes expresan una diversidad de sentidos formativos, más próximos a la formación de investigadores que como dispositivo o estrategia de enseñanza; asimismo, distinguen sutilmente la investigación formativa de la investigación científica en sentido estricto, que induce a confusiones entre ellas; de otro lado, enfatizan en el desarrollo de capacidades cognitivas ligadas a la investigación, y, finalmente, sitúan en el proceso formativo de la investigación, diversas expectativas de actuación no siempre concretadas en la enseñanza. La aproximación a los sentidos asignados a la investigación formativa evidenció diferenciaciones, confusiones, pero también coincidencias sobre el carácter formativo de la investigación, que conlleva a pensar en estrategias para un mejor afrontamiento de los desafíos docentes y socioprofesionales.Universidade de São Paulo. Faculdade de Educação2020-01-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionimage/jpegimage/jpegimage/tiffimage/jpegapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18705210.1590/S1678-4634202046215876Educação e Pesquisa; v. 46 (2020); 1-19Educação e Pesquisa; Vol. 46 (2020); 1-19Educação e Pesquisa; Vol. 46 (2020); 1-191678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengspahttps://www.revistas.usp.br/ep/article/view/187052/173021https://www.revistas.usp.br/ep/article/view/187052/173020https://www.revistas.usp.br/ep/article/view/187052/173018https://www.revistas.usp.br/ep/article/view/187052/173017https://www.revistas.usp.br/ep/article/view/187052/173016https://www.revistas.usp.br/ep/article/view/187052/172724https://www.revistas.usp.br/ep/article/view/187052/172723Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessTurpo-Gebera, OsbaldoQuispe, Pedro MangoPaz, Luis CuadrosGonzales-Miñán, Milagros2021-06-14T21:56:24Zoai:revistas.usp.br:article/187052Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
Formative research at the university: meanings conferred by faculty at an Education Department
title La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
spellingShingle La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
Turpo-Gebera, Osbaldo
Formative research
University
Teacher training
Scientific research
Investigación formativa
Universidad
Formación docente
Investigación científica
title_short La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
title_full La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
title_fullStr La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
title_full_unstemmed La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
title_sort La investigación formativa en la universidad: sentidos asignados por el profesorado de una Facultad de Educación
author Turpo-Gebera, Osbaldo
author_facet Turpo-Gebera, Osbaldo
Quispe, Pedro Mango
Paz, Luis Cuadros
Gonzales-Miñán, Milagros
author_role author
author2 Quispe, Pedro Mango
Paz, Luis Cuadros
Gonzales-Miñán, Milagros
author2_role author
author
author
dc.contributor.author.fl_str_mv Turpo-Gebera, Osbaldo
Quispe, Pedro Mango
Paz, Luis Cuadros
Gonzales-Miñán, Milagros
dc.subject.por.fl_str_mv Formative research
University
Teacher training
Scientific research
Investigación formativa
Universidad
Formación docente
Investigación científica
topic Formative research
University
Teacher training
Scientific research
Investigación formativa
Universidad
Formación docente
Investigación científica
description Within the framework of formative research, a series of subjective constructs about its understanding and transcendence arises. This prompts the need to determine the meanings assigned to its pedagogical implementation in teacher training. To this end, seven professors from the Department of Educational Sciences at the National University of San Agustín in Arequipa (Peru) were interviewed for the purpose of identifying their conceptualization, the distinctions they make from scientific research, the required characteristics and their expectations on the subject. The results show that teachers express diverse educational perspectives regarding formative research, related more closely to the training of researchers than to teaching. Likewise, they subtly distinguish formative research from scientific research in the strict sense, which leads to confusion between them; on the other hand, they emphasize the development of cognitive abilities linked to research, and finally, they situate various performance expectations in the formative research process that are not always specified in teaching. The meanings assigned to formative research differ and reveal misunderstandings, but also unveil coincidences in terms of the training aspects of research, which leads to the need to devise strategies to better face challenges related to teaching and socio-professional issues.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/187052
10.1590/S1678-4634202046215876
url https://www.revistas.usp.br/ep/article/view/187052
identifier_str_mv 10.1590/S1678-4634202046215876
dc.language.iso.fl_str_mv eng
spa
language eng
spa
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/187052/173021
https://www.revistas.usp.br/ep/article/view/187052/173020
https://www.revistas.usp.br/ep/article/view/187052/173018
https://www.revistas.usp.br/ep/article/view/187052/173017
https://www.revistas.usp.br/ep/article/view/187052/173016
https://www.revistas.usp.br/ep/article/view/187052/172724
https://www.revistas.usp.br/ep/article/view/187052/172723
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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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. 46 (2020); 1-19
Educação e Pesquisa; Vol. 46 (2020); 1-19
Educação e Pesquisa; Vol. 46 (2020); 1-19
1678-4634
1517-9702
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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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