Resumo

NOGUEIRA, Eliane Greice Davanço; NERES, Celi Corrêa  e  BRITO, Vilma Miranda de. Master’s degree in education: the teacher/researcher’s constitution and the return to school. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2016, vol.25, n.47, pp.63-75. ISSN 0104-7043.  https://doi.org/10.2015/01047043v25n472016063.

The professional master’s degree in education has emerged as an important formation space for teachers of basic education, since it is intended in this modality, through immersion in research, to form a teacher/researcher. It is glimpsed, in the ambit of this master’s degree’s nature, that the teacher/graduate student/researcher can develop research focused on real situations, in the classroom, in different educational spaces and therefore to be able to be protagonist of its own formation and professional transformation. In this sense, this article aims to weave reflections on the formation course for teachers of basic education in professional master mode and the possible impacts of such training for professionals and for the school. Therefore, it was sought, through a qualitative approach, to learn through the narratives of graduates, the paths, directions and possible contributions of such formation, in the personal and professional level and consequently to the basic education. The narrations showed that professional practice has been transformed by the research held, the graduates highlighted the importance of the direct relationship between research and the professional reality, and however, the desired impact for the implementation of intervention projects is still something to be conquered, which reveals the need to create policies for this purpose.

Palavras-chave : Professional Master; Master’s Degree; Basic Education; Professional Qualification.

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