Teacher education from a Collaborative Perspective: An Investigation on Brazilian Research Groups

Resumen

TOLEDO, Monica dos Santos  y  VASCONCELLOS, Mônica. Teacher education from a Collaborative Perspective: An Investigation on Brazilian Research Groups. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1192-1215.  Epub 21-Oct-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao10.

The article presents information from a doctoral research study nearing completion, conducted in a Graduate Program in Education in Southeast Brazil. The research, based on data from the Directory of Research Groups of the National Council for Scientific and Technological Development (CNPq), identifies Brazilian groups working in teacher education that present themselves as collaborative. For the discussion, the concepts of teacher education, collaboration, and the relationship between universities and basic education schools are employed. The methodological approach allowed mapping the growing presence of these groups in the five Brazilian regions and identifying their collaborative profile. Additionally, it enabled the analysis of some meanings of collaboration that these groups express: collaboration as a research methodology, collaboration as the group's work dynamic, collaboration as a partnership with basic education schools, and collaboration as a teacher education methodology. Without intending to exhaust the topic, the aim was to contribute to the expansion and deepening of the debate on collaborative groups in Brazil and to encourage new investigations that promote the consolidation of these groups and the formulation of teacher education proposals that break away from models based on individualism, isolation, decontextualization, and fragmentation of teaching knowledge.

Palabras clave : Teacher education; Collaboration; Collaborative perspective; Collaborative groups..

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