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Teacher research and collaborative research in continuing education with geoscientific themes


This proposal is closely related to the Project "Development of knowledge and school curriculum related to science, society and the environment in elementary school with emphasis on regionalization from the results of public policies", supported by FAPESP since 2007 until April 2010 (no. process 2006/01558-1) and financed by Environmental Petrobras since 2007 until August 2010, now named the project "Anhumas in Schools." This is a project aimed at training teachers from two public schools of the state of Campinas, in which 20 teachers participated in the training process. The schools in question are "E.E. Professor Ana Rita Godinho Pousa" and "E.E. Adalberto Nascimento".The participating teachers have developed research projects of the teacher in early 2008 for the research was developed over the years of the project. We know that many have suffered fits and still others have changed their goals. The analysis of these studies will allow us to reflect on the learning process experienced by teachers, and contribute to the very definition of what constitutes teacher research. The analytical work on these materials coupled with interviews that we will perform with the other participants will help us understand the collaborative process by experienced teachers and scholars, since, although a large number of publications indicate the benefits from collaboration, few places under review, trying to understand barriers and problems, in addition to the strengths of this methodology. The justification of this project is written from two standards: first, the importance of teacher research in teacher education, and second, the importance of collaborative research as a methodology of work for teacher training.Data collection provides two ways of approaching the subject researched. First, the analysis of texts written by teachers and other project participants, and second, interviews with project participants "Anhumas in Schools." The first item directs us to a variety of materials, for example, the various reports submitted by teachers, research funding agency, the number of minutes prepared by teachers in their weekly study and planning, as well as the records obtained by the observer participating in these meetings, instructional materials prepared by teachers, such as field tours and activities in the classroom, among others. The combination of these data is allowing us to advance the reflections presented in this project.However, we are concerned about some issues: how to analyze fragments of speeches interviews, field diary notes, reports and activities without falling into the trap of a possible "transparency of the word"? How to analyze such statements, considering that we (we, the university) constitutive part of the group of teachers in this collaborative research? How to transcend a merely descriptive and evaluative analysis, thanks to a "social place" determining authority and knowledge, as is the case of the university? These questions guide our explanation in favor of socio historical analytical perspective, which finds in the writings of Bakhtin an important reference for analysis. The appropriation of ideas that made the author may be better explained in the research project. (AU)

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