O papel da pesquisa na formação acadêmica do professor: uma estratégia de formação continuada qualitativa

Abstract

Textual this production presented the general objective of analyzing the influence of scientific research in the academic formation of the teacher. The methodology used was bibliographical (Gil, 2007) and qualitative approach (Chizotti, 1991). Thus, the problem of this study was articulated under the following guiding question: What is the relevance of research in the academic training of teachers? The specific objectives used in this research were: Tracing the aspects of the traditional teaching method, pointing out the challenges in academic training, emphasizing on continuing education and the development of professional competence, explaining the considerations and characteristics of scientific research and praising the contribution of research science in the academic formation of the teacher. According to the results obtained as a result of the development of this study, it was seen that research in the academic training of teachers is essential for them to transcend the limitations of traditional teaching based on repetition and memorization, therefore, scientific research contributes to educators building their knowledge, skills and competences through observation, elaboration of hypotheses, prediction and control of the phenomenon studied, aspects that foster an effective posture also through continuing education in which it enhances the renewal of planning, posture and content evaluation.