Abstract
RESUMO O artigo discute as possibilidades de uma aprendizagem evolutiva na formação de professores, tendo como referência os propósitos habermasianos de continuação do mundo da ação e do mundo discursivo. O estudo, de natureza reconstrutiva, analisou as abordagens paradigmático-epistemológicas que perpassam as teses de doutorado sobre formação de professores, defendidas nas universidades federais brasileiras, no triênio de avaliação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) (2007-2009). Buscou-se identificar os elementos que caracterizam as abordagens: materialista-histórica, fenomenológico-hermenêutica, epistemologia da prática, epistemologia da complexidade, teoria da representação social e pós-estruturalista. Concluiu-se que perdura nas diferentes abordagens de pesquisa um eixo comum de objetividade caracterizada pelas certezas compartilhadas e pelo foco nas mesmas problematizações, o que explicita a possibilidade de continuação evolutiva entre o que a realidade ensina na experiência com o mundo e o que se aprende na interação argumentativa.
Highlights
This article discusses the possibility of evolutionary learning in teachers’ education, having as a reference Habermas’purposes of world action continuation and discursive world.The study,of a reconstructive nature,analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers’ education, defended in Brazilian federal universities, in Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) triennial assessment (2007-2009)
This study identified three broad approaches to research in the field: empiricalanalytic (66%), phenomenological-hermeneutic (22%) and critical-dialectical (9.5%)
We found that these theses were marked by the epistemology of complexity, which is defined by Morin (2007, p. 13) as “a fabric of inseparably associated heterogeneous elements, which have a paradoxical relationship between the one and the many.”
Summary
Studies about teacher education in Brazil have a certain historical density, and have made significant contributions that are capable, as Macedo (2010, p. 22) affirmed, of “[...] creating and developing a relatively (in)tense debate about its emergence”, and its epistemological and political-pedagogical organization. 22) affirmed, of “[...] creating and developing a relatively (in)tense debate about its emergence”, and its epistemological and political-pedagogical organization This is a situation that involves multiple projects, considering that institutions have the autonomy to “define the curricula for their courses and programs, in compliance with the applicable general guidelines”(Brasil, 2007).to ensure the task of attending to the objectives of the contexts, adjustments in teacher education have been achieved based on the understanding of representative institutional commissions. 203) has warned, that is, the triggering of “an epistemological war marked by the tendency to establish a supremacy of one view over another, based on mutual ideological denunciations” This cannot be conducive to solving the problems in the field, but rather to a scenario in which the beliefs of others are considered offensive and outrageous and less as an opinion to be evaluated or recognized. The idea was to first observe the implicit and explicit elements that could characterize the epistemological approaches used in the studies to recognize the common practical certainties that can be placed as a reference to a possible communicative learning
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