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Please use this identifier to cite or link to this item: http://acervodigital.unesp.br/handle/11449/36405
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dc.contributor.authorGrigoli, Josefa A. G.-
dc.contributor.authorTeixeira, Leny R. M.-
dc.contributor.authorde Lima, Claudia Maria-
dc.contributor.authorda Silva, Adriana Rodrigues-
dc.contributor.authorVasconcellos, Monica-
dc.date.accessioned2014-05-20T15:26:13Z-
dc.date.accessioned2016-10-25T18:00:45Z-
dc.date.available2014-05-20T15:26:13Z-
dc.date.available2016-10-25T18:00:45Z-
dc.date.issued2007-01-01-
dc.identifierhttp://www.scielo.gpeari.mctes.pt/scielo.php?pid=S1645-72502007000200007&script=sci_arttext-
dc.identifier.citationRevista Lusofona de Educacao. Lisboa: Edicoes Univ Lusofonas, n. 10, p. 81-+, 2007.-
dc.identifier.issn1645-7250-
dc.identifier.urihttp://hdl.handle.net/11449/36405-
dc.identifier.urihttp://acervodigital.unesp.br/handle/11449/36405-
dc.description.abstractThe focus of our research is on how teachers construct their knowledge. We also intend to depth our understanding of the factors that regulate teachers' action - either to maintain, either to modify their professional practice. In order to investigate the means by which teachers learn and the reasons that make them change or resist transforming their practice, we accomplished a task aiming teachers' formation, in a manner similar to a collaborative research design, which involved part of the staff of a school chosen among others which were part of a sample of a previous exploratory study. The subjects were ten teachers of elementary teaching (first stage) and three school administrators. The intervention occurred through our constant presence in the school's daily life, for we believe that empowerment and professional development must be a choice of teachers themselves, based on their own expressed needs toward the construction of their autonomy. A preliminary analysis of data shows that teachers sometimes resist to changes; so these are slow and difficult. Nevertheless, our intervention based on a collaborative research design enabled us to deal with these difficulties, contributing to form a kind of teacher who investigates its own practice.en
dc.format.extent81-+-
dc.language.isopor-
dc.publisherEdicoes Univ Lusofonas-
dc.sourceWeb of Science-
dc.subjectcontinued formationpt
dc.subjectcollaborative researchpt
dc.subjectreflexive practicept
dc.titleA formação do professor investigador na escola e as possibilidades da pesquisa colaborativa: um retrato sem retoquespt
dc.title.alternativeTeacher researcher's training and possibilities of collaborative research: a picture without touchesen
dc.typeoutro-
dc.contributor.institutionUCDB-
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)-
dc.contributor.institutionUniv Estadual Mato Grosso-
dc.description.affiliationUCDB, Programma Mestrado Educ, Bosco, Brazil-
dc.description.affiliationUNESP, Sao Rio Preto, Brazil-
dc.description.affiliationUniv Estadual Mato Grosso, Mato Grosso, Brazil-
dc.description.affiliationUnespUNESP, Sao Rio Preto, Brazil-
dc.identifier.scieloS1645-72502007000200007-
dc.identifier.wosWOS:000256790400007-
dc.rights.accessRightsAcesso aberto-
dc.identifier.fileWOS000256790400007.pdf-
dc.relation.ispartofRevista Lusofona de Educacao-
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