SCIENTIFIC RESEARCH AS A FORMATIVE PRINCIPLE: THE TEACHER-RESEARCHER AND THE PRODUCTION OF KNOWLEDGE IN THE SCHOOL
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https://doi.org/10.63330/aurumpub.057-007Palabras clave:
Knowledge production, Reflective practice, Scientific research, Teacher education, Teacher-researcherResumen
The complexity of contemporary educational challenges requires a new understanding of the teacher’s role in the knowledge society. In this context, teachers are no longer understood merely as transmitters of previously established content; rather, they come to assume an investigative, critical, and reflective stance toward the situations experienced in everyday school life. Scientific research, therefore, constitutes an essential formative principle, capable of strengthening teachers’ intellectual autonomy, expanding their capacity to problematize reality, and fostering the construction of more conscious and transformative pedagogical practices. This chapter aims to discuss scientific research as a constitutive element of teacher education, analyzing the construction of the teacher-researcher and the role of the school as a space for knowledge production. This is a qualitative study of a basic nature, with exploratory and descriptive objectives, developed through a bibliographic review of classic and contemporary works on teacher education, educational research, and reflective practice. The discussion is grounded in the studies of Demo, Freire, Nóvoa, Schön, Stenhouse, Dewey, André, Lüdke, Gatti, and Boaventura de Sousa Santos, as well as in the contributions of Oliveira and Gonzaga (2012) regarding scientific education and research-based practicum in teacher education. The results of the theoretical reflection show that the constitution of the teacher-researcher requires overcoming a teaching practice based on the reproduction of knowledge, advocating professional practice guided by investigation, critical reflection, and the capacity to produce knowledge from educational experience itself. It is concluded that research, when incorporated into teachers’ professional identity, strengthens autonomy, continuing education, and teachers’ commitment to democratic, critical, and socially engaged education. Thus, the school ceases to be merely a space for the application of externally produced theories and comes to be recognized as a legitimate environment for investigation, scientific production, and the transformation of reality.
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
