ABS178 - Research in training and teaching practices: contributions of the historical-cultural theory and the subjectivity theory

1.4 Interventionist research approaches and their roots
Paper in a Working Group Roundtable (WGRT)
Tuesday Aug 29   11:00 AM to 12:00 PM (1 hour)
Convention Center - 2000 A - Table E
The paper proposes to defend the value of research in teaching practices and training. Research comprehended through the interventive-investigative activity in school, in the classroom, of the pedagogical practice and for the student in his learning processes. A research project, in which pedagogy graduates, postgraduates – masters and doctorate, University teachers, which constituted research teams in Distrito Federal’s public school system, more specifically, with teachers and students at the beginning of schooling, at literacy level. The project counted with Vygotsky's Historical-Cultural Theory, in his defectology studies, as well as González Rey’s Subjectivity Theory. The adopted methodology, inspired by the Qualitative Epistemology, also proposed by González Rey, was structured upon the confluence of the events and upon the inquiries that constituted this investigation’s focus, had a procedural, constructive-interpretative character. The vast learning resultant of the process was reported, described, conducted and constituted itself as produced knowledge brought to the discussion bearing in mind to identify its contributions. This allowed for us to develop innovative theoretical and practical establishing research as the pillar for teaching practice and training.
Universidade de Brasília