O professor pesquisador na educação básica: Sonho ou realidade?

Abstract

Although the universities are geared for teacher training researchers and reflective in that researchers is recognized as a fundamental activity, realizes that this subject generates a lot of controversy. I addition to this training needs to happen in undergraduate courses, the training of the researcher also has happened, in the curse strictu and broad-sense. In this sense, we seek to investigate what would the conceptions and practices of teachers graduates and teachers who work in teaching in school of basic education in the state of Paraíba. Starts the search of this work showing how did teacher training in Brazil. Soon after, it seek to understand how the knowledge teacher are closely related to the research faculty con assist in the formation of the new education present in modernity. For the accomplishment of this task was developed and applied a questionnaire composed of four open questions with nine teachers, two with graduation and seven; first which would be the design of a research professor; second if it considers it self a research professor; third whether his activity as a teacher within the classroom presents indicator that characterize it as a teacher research and what are these indicator; fourth if the masters contributed to its formation as teacher researcher. This study allowed us to examine that in basic education there is a great need in training teacher trained as researcher within and outside the classroom. Therefore, the trajectory of teacher training, the working and career conditions, and the financial and infrastructure resources necessary for the teacher to conduct research in schools are often not discussed.