Política e formação continuada de professores para a pesquisa na e com a escola do campo

Abstract

This article analyzes “education in research” in the context of the Education Observatory Program (OBEDUC in the Portuguese acronym) linked to the Coordination for the Improvement of Higher Education Personnel (CAPES in the Portuguese acronym) and the impacts of this form of education on the practices of teachers in rural schools. The article defends the effective implementation of public policies for education in research and in teachers´ work as research is an activity that constitutes their identity and professionalism, that is, research is a necessary competence for the production of knowledge and for emancipatory pedagogical practices. The investigation adopts a historical-materialist perspective in order to understand the contradic-tions that determine the reality of the categories of analysis “research”, “education” and “teacher work”. The investigation demonstrates that continuing education in the context of OBEDUC favored the development of research and the production of knowledge by university professors at and with teachers from rural schools. Nevertheless, there is a lack of public policies that link research in teachers’ education to the dimension of teachers’ work, a condition that demands investments to value teachers.