Resumo

BISSOTO, Maria Luisa; MIRANDA, Antonio Carlos  e  HILKNER, Regiane. The relationship between teacher education and teaching-research socially engajed. Sér.-Estud. [online]. 2017, vol.22, n.46, pp.17-36. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i46.1051.

We analyze a proposal of teacher education based on the articulation between teaching and socially committed research, referenced in Critical-Democratic Pedagogy, with the objective of investigating if the intentions posed by this educational proposal have been reached. The possibilities to teaching teachers able to think of an emancipatory perspective, understanding Education as a public good following such articulation are discussed. It is a documental study on students’ research reports developed under the Educational Action Project (PAE) in the years 2011 to 2013, considering the following categories: to think critically, to problematize the educational daily life and to constitute as a driver of social transformation. It is understood that the proposal of the PAE, although its limitations - among these breakdown the naive conscience - contributes to the formation of a teacher questioning of reality, which recognizes the importance of research for teacher praxis and the one of being a producer of knowledge.

Palavras-chave : teacher education; teaching and research; critical-democratic Pedagogy.

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