Resumo

ROMANOWSKI, Joana Paulin  e  FONTANA, Maria Iolanda. Menga Lüdke and research in teacher education. Rev. Diálogo Educ. [online]. 2024, vol.24, n.80, pp.27-45.  Epub 29-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.080.ds02.

The question that guides the following study starts from the contribution of Brazilian researchers in teacher’s training field to a possible composition of teacher training theory. The paper focuses on Menga Lüdke’s propositions contributions aiming to reflect on the practice of research in the teacher training process, as well as defending it in the professionalization of basic education teachers. With a qualitative approach, the methodology uses the life history perspective, considering biographical data and Lüdke’s academic production. The Lattes curriculum was the starting point, complemented by interviews. The results indicate Lüdke’s intense commitment with the production of references relating to teacher socialization, valuing the engagement of basic education teachers in research. Lüdke’s studies scope on teachers and research, in the teacher training field, highlights the need for research into everyday school life and the understanding that teachers can produce theory about the concrete problems of school reality. When research is incorporated into the teacher training and work process, it raises the status of the teacher’s professionalism by taking an active role in tackling educational problems.

Palavras-chave : Research in teacher training; Biographical studies; Menga Lüdke; Teacher professionalization; Research into teachers’; work..

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