The education of researchers from professional master's and doctoral degree programs and the university-school interaction

• Autor(a) principal: Orquiza de Carvalho, Lizete Maria
• Data de Publicação: 2021
• Outros Autores: Pereira Alves, João Amadeus, Andrade Maia, Dayane Rejane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14592
• topic: multidisciplinar; Mestrado e doutorado profissionais; Semiformação; Formação; Grupo de pesquisa; Produto educacional; Professional master’s and doctorate; Semi-formation; Formation; Research group; Educacional product

By paying special attention to the origin and development of the Graduate Program in Scientific, Educational and Technological Training (PPGFCET), at Federal University of Tecnology – Paraná, in its first decade of existence, this article aims at continuing an ongoing discussion, concerning to formative process of teacher staff, that has occurred inside the community of researcher in Professional Masters and Doctoral Programs of Science and Mathematics Teaching, whose focus in on basic education. The university-school relationship is defended as a concrete possibility to create conditions for facing semi-formation (Halbbildung) in basic education. The manuscript is structured by emphasizing the origin of professional postgraduate studies in Brazil and the search for teacher professionalization, bearing in mind the commitment and accountability of the stricto sensu programs. The discussion moves towards three articulated positions: the necessary and constant unmasking of technical perspectives in the education of graduate students from professional master's and doctorate degrees, in the light of the Critical Theory of Society; the analysis on the elaboration and construction of an educational product that assumes a crucial role in the formative dialogue in a communicative or dialogic perspective, under the permanent aegis of the discussion principle; and, finally, the reconstruction, in the research and teacher education praxis, of the conditions of possibility of permanently challenging reductions effected with the advance of modernity, by advocating for a strengthening of research groups networks. Following the text, the perspective of a research under development in the PPGFCET's professional doctorate is articulated, in the context of the undergraduate teacher education, as a necessary expression of the interactions enlargement in the school-university interface through the mandatory internship, under concern directed at the educational product (EP). In light of the discussions, we recall the importance of educating the professional researcher to defend the sovereignty of the school against common sense and semi-formation. For this, we reinforce that the joint commitment to the academic culture development within the teacher education undergraduate courses and in Professional Masters and Doctorates (PMD) demands a special attention to the school-university interaction. In this sense, the MDP subject enculturation must be come through the cultivation of a dialogical experience for and by those involved, as well as in conceiving the EP as a formative interlocutor element.