The researcher-teacher’s knowledge and learning production

Abstract

The discussion concerning the teacher-researcher’s production of knowledge
and cognizance is the axe of some discussions of the Research Group in
Continuing Education (Gepec) at Unicamp. Productions organized by
Geraldi, Fiorentini and Pereira (2000), Cunha and Prado (2005), as well
as Mota’s Ph.D (2005), in dialogue with Severino (2002), Luna (2002),
Lüdke (2001, 2004) and Fiorentini (2004), among others, have promoted
the problematization concerning the legitimacy of the teacher’s research.
The present research, which aims at constructing other criteria for defining
the teacher-researcher’s research in his-her teaching activity in classroom,
independently from his-her being part of a Graduate Program, has consulted
works from teachers who have sent them to the Gepec’s seminars – Seminars
“Another School Speaks” and “Seminar on the Production of Knowledge,
Cognizance and Docent Formation (Cole). These works were analyzed
by assuming criteria established by Gepec’s reflections, confirming the
hypothesis that had proposed the possibility of the teacher’s constructing
and systematizing knowledge and cognizance acquired from his-her docent
experience, by narrating his-her experiences, by orienting him-herself by
a research question, by transgressing theoretical-methodological patterns
and by producing new understandings about his-her pedagogical work
and thus mobilizing possible changes. In spite of the teacher’s poor work
conditions, this research reveals that the teacher’s researches represent a
concrete possibility for constructing new practices, since their questioning
gaze is able not only to illuminate those practices but also to criticize theories
and to produce important knowledge and cognizance for the school and the
university.