A prática da pesquisa e o curso de Pedagogia: perspectivas de professores formadores

Abstract

This study is included in broader discussions on research in the training of basic education teachers. The objective focused on understanding the perspectives of teachers of the Pedagogy course of the Education Center (CEDU) of the Federal University of Alagoas (UFAL) about the practice of research in teacher training. The theoretical foundation is based on the ideas of different authors who formulated reflections on teacher education, pedagogy course and the theoretical foundation is based on the ideas of different authors who formulated reflections on teacher education, pedagogy course and the teaching/research relationship, having as references Brzezinski (2015), Scheibe and Durli (2011), Souza and Coimbra (2015), Léda and Mancebo (2009),Durli and Bazzo (2008), Scheibe and Bazzo (2016), Gatti (2016), Saviani (2007), Dourado (2016), Santos (2012), André (2012), Demo (2011), Lüdke (2012), Franco (2012) Ghedin, Oliveira and Almeida (2015), Severino (2009), among others. This is a qualitative study, whose collection instruments were: application of a self-application questionnaire to teachers of the Pedagogy course of CEDU/UFAL and examination of documents relating to the institution's training proposal. The data processing was through the content analysis of Bardin (2011). The results showed, through the teachers' statements, a multiplicity of perspectives about the practice of research in teacher education: some are anchored in schemes established by academic tradition, but many point to more flexible models. The institution's broad framework of trainers may converge on for very different research approaches, but we emphasize that this cannot be represent the abandonment of a collective vision of research among trainers.