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Research trends on in-service teacher education for environmental education in Brazil

In this paper we try to systematize some results that arose from the first author’s Phd thesis that had as main objective to analyse, in a panoramic perspective, research trends on in-service teacher education for Environmental Education. We also tried to explore, in an analytical perspective, possi...

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Principais autores: Valentin, Leiri, Carvalho, Luiz Marcelo
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/12324
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spelling peri-article-123242022-10-18T23:53:37Z Research trends on in-service teacher education for environmental education in Brazil Tendências das pesquisas em formação continuada de professores em educação ambiental no Brasil Valentin, Leiri Carvalho, Luiz Marcelo Área de Ciências Humanas; sub-área de Educação Educação ambiental; Formação continuada;Teses e dissertações Environmental Education; Environmental Education research; In-service teacher education; Dissertations and theses In this paper we try to systematize some results that arose from the first author’s Phd thesis that had as main objective to analyse, in a panoramic perspective, research trends on in-service teacher education for Environmental Education. We also tried to explore, in an analytical perspective, possible meaning making processes, from this academic research, about this educational practice. In this paper, we have systematized the results related to the objectives and research questions that were made explicit by the researchers in their dissertations (master studies) or thesis (doctoral studies). Recognised as a state of the art study or state of the knowledge, this research has analysed dissertations and theses on teacher education process for Environmental Education, that was carried out in Brazil from 1981 until 2012. Dissertations and thesis were considered as a particular academic discursive genre and the analysis were guided by Bakhtinian perspectives and considering the reconfigured concept of discursive formation, in a context of the Bakhtinian dialogism. Reading and analysing the enunciation that refers to research questions and objectives allow to explore meaning making process on teacher in-service education research, considering three sets of research: 1 - dissertations and theses whose research focus were on the knowledge production process; 2 – dissertations and theses whose research focus were on teacher educational practices; and 3 – dissertations and theses whose research focus were sometimes on knowledge production processes, sometimes on teacher education practices in Environmental Education. One aspect that arose from the analyses was the difficulty to make clear in the research report the research questions and objectives. From the analysis carried out it was observed a set of research in which the research objectives just have mentioned intentions regarding the teacher education practices, not considering wider and deeper questions that could lead to knowledge production. Nonetheless, it deserves to point out, that it was possible to identify some research’s perspectives in which it was clear some researcher’s intentions to articulate knowledge production actions to pedagogical practices actions, which can be seeing as advances in terms of perspectives for teacher education research. These perspectives open new possibilities that can be seeing as pertinent and significative to the attempts to articulate knowledge production projects to social transformative processes. Neste artigo procuramos sistematizar parte dos resultados da pesquisa de doutorado da primeira autora, que teve como objetivo principal, analisar, em uma perspectiva panorâmica, tendências da pesquisa sobre processos de formação continuada de professores em Educação Ambiental (EA). Procuramos também explorar, em uma perspectiva analítica, possíveis significados e sentidos a partir dessa produção acadêmica sobre essa prática formativa. Neste texto, em particular, sistematizamos as análises relacionadas com um dos aspectos da formação discursiva no campo da pesquisa em formação continuada de professores em EA, ou seja, os objetivos e intenções de pesquisa explicitadas pelos pesquisadores. A pesquisa que se insere no conjunto de investigações denominadas de “estado da arte” ou “estado do conhecimento”, foi realizada por meio de análise documental, tendo como corpus documental de análise teses e dissertações em EA concluídas no Brasil, no período compreendido entre 1981 a 2012, e focando a temática em questão. A análise das teses e dissertações, vistas como um gênero particular do discurso acadêmico tomou como orientação geral as ideias de Bakhtin e seu círculo, bem como o conceito, reconfigurado, de formação discursiva, a partir do dialogismo bakhtiniano. A leitura e análise dos enunciados que fazem referência aos objetivos e questões de pesquisa nos permitiu explorar significados e sentidos sobre a pesquisa em formação continuada de professores, considerando três conjuntos, a saber: trabalhos que remetem a objetivos que focam processos de produção de conhecimentos; trabalhos que remetem a objetivos que focam ações formativas; e trabalhos que remetem a objetivos que focam ora para processos de produção de conhecimento ora para ações formativas. Um dos aspectos que mais nos chamou atenção na análise das pesquisas foi a falta de clareza ou de discernimento nos textos analisados ao indicar, no trabalho de investigação suas intenções de pesquisa. Pelas análises realizadas, e considerando alguns dos trabalhos incluídos no corpus documental desta pesquisa, observou-se que, em certa medida, os objetivos de pesquisa explicitados nos textos se limitaram a ações de formação docente pautadas na prática imediata, deixando de lado intenções e questionamentos mais de fundo e de espectro mais amplo que pudessem conduzir à produção de conhecimentos. No entanto, merece destaque o fato de que algumas perspectivas que podemos considerar como avanços na pesquisa em formação continuada em EA, também são perceptíveis em investigações, que consideram as possíveis articulações entre ações de produção de conhecimento e ações de práticas pedagógicas diversificadas. Tais perspectivas abrem e apontam para investigações que podem ser vistas como significativas para as tentativas de associações entre produção de conhecimento e possibilidades de fomentar processos de transformação social. Universidade Tecnológica Federal do Paraná (UTFPR) 2020-08-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Dossiê Temático Pesquisa do tipo Estado da Arte application/pdf http://periodicos.utfpr.edu.br/actio/article/view/12324 10.3895/actio.v5n2.12324 ACTIO: Teaching in Sciences; v. 5, n. 2 (2020); 1-22 ACTIO: Docência em Ciências; v. 5, n. 2 (2020); 1-22 2525-8923 10.3895/actio.v5n2 por http://periodicos.utfpr.edu.br/actio/article/view/12324/7692 Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Valentin, Leiri
Carvalho, Luiz Marcelo
spellingShingle Valentin, Leiri
Carvalho, Luiz Marcelo
Research trends on in-service teacher education for environmental education in Brazil
author_sort Valentin, Leiri
title Research trends on in-service teacher education for environmental education in Brazil
title_short Research trends on in-service teacher education for environmental education in Brazil
title_full Research trends on in-service teacher education for environmental education in Brazil
title_fullStr Research trends on in-service teacher education for environmental education in Brazil
title_full_unstemmed Research trends on in-service teacher education for environmental education in Brazil
title_sort research trends on in-service teacher education for environmental education in brazil
description In this paper we try to systematize some results that arose from the first author’s Phd thesis that had as main objective to analyse, in a panoramic perspective, research trends on in-service teacher education for Environmental Education. We also tried to explore, in an analytical perspective, possible meaning making processes, from this academic research, about this educational practice. In this paper, we have systematized the results related to the objectives and research questions that were made explicit by the researchers in their dissertations (master studies) or thesis (doctoral studies). Recognised as a state of the art study or state of the knowledge, this research has analysed dissertations and theses on teacher education process for Environmental Education, that was carried out in Brazil from 1981 until 2012. Dissertations and thesis were considered as a particular academic discursive genre and the analysis were guided by Bakhtinian perspectives and considering the reconfigured concept of discursive formation, in a context of the Bakhtinian dialogism. Reading and analysing the enunciation that refers to research questions and objectives allow to explore meaning making process on teacher in-service education research, considering three sets of research: 1 - dissertations and theses whose research focus were on the knowledge production process; 2 – dissertations and theses whose research focus were on teacher educational practices; and 3 – dissertations and theses whose research focus were sometimes on knowledge production processes, sometimes on teacher education practices in Environmental Education. One aspect that arose from the analyses was the difficulty to make clear in the research report the research questions and objectives. From the analysis carried out it was observed a set of research in which the research objectives just have mentioned intentions regarding the teacher education practices, not considering wider and deeper questions that could lead to knowledge production. Nonetheless, it deserves to point out, that it was possible to identify some research’s perspectives in which it was clear some researcher’s intentions to articulate knowledge production actions to pedagogical practices actions, which can be seeing as advances in terms of perspectives for teacher education research. These perspectives open new possibilities that can be seeing as pertinent and significative to the attempts to articulate knowledge production projects to social transformative processes.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/actio/article/view/12324
_version_ 1805450777514213376
score 10,814766

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