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Considerations about category subjectivity in research focusing on teacher training

1.4 Interventionist research approaches and their roots
Paper in a Symposium (Symp)
4:50 PM, Tuesday 29 Aug 2017 (30 minutes)
What is the potential of category subjectivity to critical collaborative research methods? Trying to answer this question, we take critical position to explore dialogue with cultural-historical psychology, assuming the importance of carrying out critical collaborative action researches involving the university and schools as a fundamental requisite in the process of professional development of teachers understanding dialectics as the form of constructing historical reality; where collaborative solidary, critical, intersubjective behavior is valued in the context of practice. The impact that the former has on educational research is very strong because it will influence changes in the theory, methodology and practices. The classroom is not simply a scenario related to the processes of teaching and learning, it appears as a constituent of all the activity there developed. The classroom generates new meanings that are inseparable from the stories of people involved, as well as the social subjectivity of the school in which elements appear in other social spaces of their own subjectivity. This presentation aims to shift the conversation about the subjectivity to improve critical collaborative practices on education.  The discussion is divided into two parts. In the first, a discussion is made about how critical collaborative research builds up a new social reality at school and how it influences the construction of the subjectivity of students and teachers. In the second part, the implications brought by such situation of learning and development for issues like democracy, citizenship and ethics are discussed.
University Teresa D’Avila
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