Resumo

SAUL, Alexandre  e  GIOVEDI, Valter Martins. The pedagogy of Paulo Freire as theoretical- methodological as reference to research and develop teacher education. e-Curriculum [online]. 2016, vol.14, n.1, pp.211-233. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i1p211-233.

This paper presents theoretical and methodological foundations of Paulo Freire's pedagogy to research and develop the teacher education, with a view to overcoming limitations that prevent the transformation of teaching practices. With this intention, a research design was created with the inspiration of action-research, to discuss and analyze limit-situations experienced by the participants of the research, in their professional realities, aiming to drawing up proposals that could contribute to critically understand and overcome such situations. The locus of the research was a Masters course in Education: Formation of the Teacher Educator at the Pontifical Catholic University of São Paulo (PUC-SP). The possibility of using Freire's referential in a “research-teacher education”, will be illustrated through the discussion of the moments and phases of the investigation developed. The results of the research show: a) the value and viability of the theoretical and methodological approach of Freire, as a research path and teacher education action; b) the expansion of the understanding of the participants, about in-service teacher education, from the perspective of Freire's permanent education; c) movements of transformation of the ways of thinking and acting of the participants, with regard to teacher education, evidenced in their adherence to new values and intentions to change their practices.

Palavras-chave : Paulo Freire; Methodology of thematic Investigation; Teacher education; Permanent teacher Education.

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