Pesquisa e formação de professores: um intrincado e instigante desafio

• Main Authors: Iône Inês Pinsson Slongo, Maria dos Anjos Lopes Viella, Nadir Castilho Delizoicov, Ireno Antônio Berticelli
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2012-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189124308007

Considering research as a fundamental component of teacher education, this article presents the results of a study conducted among professors who were advisors of Final Course Projects for students earning degrees as accredited teachers at the Community University of Chapecó (Unochapecó). The purpose was to study the use of the term research by the advisors, as well as the educational value that they attributed to this activity conducted in the initial education of elementary school teachers. A questionnaire was used to obtain the data. The analysis of the data provided by the 30 professors in the sample indicates that they find that the criteria that define research as not sufficiently clear, and at times confuse it with education. The advising professors do not mention the socialization of the results of research they conduct with students. On the other hand, the professors recognize that there is a set of skills and attitudes essential to teaching, which are achieved by students who participate in research work (final course projects), such as: the qualification of reading and writing, the ability to question and conduct critical analysis, an autonomy and pre-disposition to change, in addition to an approximation with graduate work. It is recommended hearing future teachers onto the evaluation of the possibilities and limitations of their education and initiation into research, their complaints and suggestions, and to hear the professor advisors, about the type of training in research that is concretely made viable at the institution.