O ensino com pesquisa a partir da ampliação dos níveis de percepção da realidade na formação docente: olhares sob um certo pé de laranja lima

Abstract

This research had its origin in the researcher's intention to seek a greater understanding of the paths of teaching-as-research during teacher training and its relations with reality perception levels from Complexity's perspective. The research problem is: teaching-as-research makes it possible to enlarge reality perception levels throughout teacher training? It started from the premise that research can be a source of theoretical, methodological, and critical emancipation since enables changes to be noticed in the researchers' world view and enlarge their reality perception levels. Thus, this research's general objective is to analyze the teaching-as-research characteristics that provide the enlargement of reality levels perception throughout teacher training. The specific objectives are: To understand the theoretical and methodological assumptions of teaching-as-research, describe the possibilities and implications of using research in teacher's training, and investigate a possible relation between teaching-as-research and the enlargement of reality perception levels with the epistemology of Complexity as the bias. This study is justified by the need to reframe research so that it is not limited to researchers' training but to understand the other possibilities of teacher training and expand the levels of reality that point to the autonomy and criticality of teachers. The research consists of a bibliographic study from the perspective of Gil (2002), with a qualitative approach in the light of Morin's Complex Thought (2007, 2015a, 2015b, 2019) and in the perspective of the Ecosystemic Development by Moraes and Torre (2006). The analyses were carried out after the research development, based on the consulted works and the approached authors. With this research, it was possible to understand that teaching-as-research has vital importance to implement interactive teaching methods that consider different world views in teacher training. The more accurate the perception and self-perception of both reality and the teaching and learning process, the more teaching-as-research becomes relevant to understating and decision making of the subjects involved, whether teachers or students. In short, such an approach favors the existence and legitimacy of other possibilities of thoughts and world views, and therefore, another reality level.