Pesquisa-ação, formação e inclusão escolar: diálogos com autores-pesquisadores da região sudeste do Brasil
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Data
2024-07-30
Autores
Prederigo, Allana Ladislau
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Editor
Universidade Federal do Espírito Santo
Resumo
The present study aims to analyze, in the light of Habermasian theory, the academic production carried out from the theoretical-methodological perspective of action research at the Federal University of Espírito Santo (Ufes) and the Pontifical Catholic University of São Paulo (PUCSP), from 2012 to 2022, which focus on the theme of training education professionals and school inclusion. To this end, it establishes specific objectives to map the academic production developed with the action research methodology that focuses on the theme of training education professionals and school inclusion at Ufes and PUC-SP, in the period from 2012 to 2022; present the institutional contexts of PPGE/Ufes and PPGE: Curriculum (PUC-SP), in which academic productions at doctoral level are inserted; understand the theoretical, methodological and epistemological assumptions inherent to action research, considering the participants in our study; understand, through argumentative circles, the action process in reality considering the principles of action research and the ways of acting in the theory of Communicative Action; and identify, through the arguments of the author-researchers, arising from the texts of the theses and discursive spaces, the formative processes triggered by the development of action research in the doctorate. It takes as a theoretical-epistemological contribution Jürgen Habermas' theory of Communicative Acting, with its concepts of rationalities, ways of acting, world of life and the critical theory of knowledge. The study is qualitative in nature and takes as an epistemological-methodological perspective the comparative study through “action research research”. It comprises three moments of research: the mapping of academic production in action research, which focuses on the theme of training education professionals and school inclusion; understanding the context elements in which doctoral research is inserted, based on document analysis; and the Discursive Spaces with the authors-researchers of the theses participating in the study. Data analysis takes place through Argumentative Circles, undertaken through the authors' arguments in written texts and in Discursive Spaces. It is concluded that the productions analyzed in both contexts depart from a theoreticalmethodological and epistemological perspective that indicate the rupture of a positivist logic of doing science, with actions in the researched field prevailing through communicative action, which produce action research with a critical bias. It is understood that carrying out action research in the doctorate triggers different training processes for those who participate in the process, thus, it is clear, based on the arguments of the author-researchers, that the action research developed contributes beyond the resolution of a specific and momentary problem, triggering changes in the way professionals act and think.
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Palavras-chave
Inclusão escolar , Pressupostos habermasianos , Estudo comparado