Resumo

COSTA, Elisangela André da Silva; DANTAS, Jeane Pereira  e  FREITAS, Bruno Miranda. Didactic and the challenges of teacher-researcher training in the context of the professional master’s degree. Sér.-Estud. [online]. 2022, vol.27, n.59, pp.61-77.  Epub 30-Maio-2022. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v27i59.1616.

The teacher-researcher training, in the context of professional master’s courses, is an experience lived by many educators who seek an opportunity for professional development in the stricto sensu graduate program. Learning from research and the opportunity to build education knowledge; however, are permeated by different challenges related to the material conditions of training, life, and work of master’s students. This research aims to reflect, based on the Didactic contributions, on the limits and possibilities of training experienced by basic education teachers linked to the Professional Master’s Degree in Teaching and Teacher Training, offered by two Higher Education Institutions in Ceará, Brazil. Methodologically, it is based on a qualitative approach, using document analysis, based on pedagogical records produced by the master’s students. The results show that professional experience is dialectically understood as a limit and possibility of this training, allowing us to conclude that the critical dialogue between training and the profession is fundamental in this process.

Palavras-chave : didactic; teacher training; stricto sensu graduate studies; professional masters.

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