Faces da pesquisa no cotidiano docente da educação básica

Abstract

Time for study was a way to value the work of the teacher and provided for in law. But how is it possible for the teacher of basic education to devote to his studies and research, out of class, whether in extra-class time, in pedagogical meetings or at other times within the workday? What conditions favor or make it impossible for teachers to actually be able to study, do research at school and develop their researcher dimension? The objective was to know teachers of the final years of elementary school, are divided between the numerous assignments of teaching and their studies and research out of class, and what conditions that favor or make it impossible to study and do research at school, understanding them as important attitudes to improve the practice. Based on Demo's understanding of research as an everyday attitude, the study was conducted in two schools of the Lavras-MG State Network, during extra-class time in 2018 and during pedagogical meetings in 2019. We justify the need to support the continuing education of teachers within the school. We realize that the teacher studies and produces knowledge about teaching, but generally does not consider it as research. This led to the understanding that greater clarity and encouragement about the challenges they face in their work routine could help the teacher in his decisions. Research in the basic education environment cannot take place along the same lines as academic research because the structural and material conditions are different. It is an exploratory study with field research. Data collection was done through interviews and observations of pedagogical meetings with 20 teachers of the final years of elementary school. Finding in the pedagogical meetings an opportunity for collective studies, thereported experience leads us to conclude that, although the difficulties faced by the studious teacher are many, it is possible to study and research at school, through a daily attitude, a desired and shared habit, provided that teaching conditions are considered. But to make better use of the time for studies instituted by law, we highlight some important observations from this paper: tell everyone what the time is and negotiate how it will be used; organize collective studies with agenda for each day of meeting; base studies on emerging problems. Still some faces of research have revealed themselves demonstrating new ways of producing knowledge. Although teachers are organized and dedicated to studying, we point out the need for support from the school management group and from the heads of the teachingdepartments, in a democratic way with a look at subjectivities and people, also taking care of the necessary material resources so that teacher's research be treated as a daily attitude included in the workload.