Sentidos que um mestrado acadêmico em educação pode ter na formação de professores e professoras da educação básica

Abstract

The present research contemplates the formation of basic education teachers in an academic master's degree in education. We seek to investigate what meanings an academic master's degree in education can have to the formation of basic education teachers. For that, we based ourselves on several authors, among them, we emphasize Freire (2019), Gadotti (2003), Chauí (2001), Alves (2004), Nóvoa (2009) and Gomez (2015). Thus in order to collect and assess data, we used the case study method based on Lüdke and André (2018) and Yin (2015) and, for data analysis, the Discursive Textual Analysis of Moraes and Galiazzi (2020). The instruments used in the research were a sociographic profile questionnaire and two focus groups. Six involved people collaborated with this investigation in a focus group and three collaborated in another one, but both had the same debate script. We understand that demystifying the academic master's degree in education for basic education teachers can encourage them to continue their academic studies. Finally, through this research we found: clues about the meanings that an academic master's degree in education can have in the formation of basic education teachers, clues that include the constitution of the double identity of teacher-researcher; a gain in authority and assertiveness in their pedagogical work; the strengthening of the union between theory and practice, and school and university; the deconstruction of non-scientific knowledge; the sharpening of curiosity; the formation of investigative communities that make unprecedented-viable emerge; further development of digital literacy; and more advanced learning of the six pillars of education, that is, learning to be, learning to know or to learn, learning to do, learning to live together, learning to think and learning to dream. [resumo fornecido pelo autor]