Resumen

RAUSCH, Rita Buzzi. Professor-pesquisador: concepções e práticas de mestres que atuam na educação básica. Rev. Diálogo Educ. [online]. 2012, vol.12, n.37, pp.701-717. ISSN 1981-416X.

Although teacher education seeks to form a teacher-researcher and the research being recognized as a fundamental activity, its use and meaning has generated controversy. In this sense, we have investigated: which are the conceptions and practices of stricto-sensu research master degree professors who teach at elementary schools? The objective was to identify the concepts and practices in search of master teachers. This qualitative study was conducted in semistructured interviews with eight master professors. As for the design of teacher-researcher we have identified three aspects: a) the professional who keeps up-to-date, b) the professional that prioritizes research over teaching, c) the professional who investigates his/her own teaching practice. However, we have not noticed the understanding of research as a systematic process, in order to do science related to teaching. Most teachers demonstrated interest and ability in conducting research in the school, however, they have expressed difficulties due to factors related to the physical structure, lack of time, low salary and poor support from the school managers. They have noticed that the master’s contributed in his/her training as a teacher researcher. This study allowed us to analyze the educational literature which gives an emphasis on the need to train the teacher-researcher. However, often it is not discussed the history of the professors’ training, working conditions, career, the financial resources and also the infrastructure necessary for the teacher to be able to conduct research in the schools.

Palabras clave : Elementary School; Teacher-Researcher; Master Professors.

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