COLLABORATIVE RESEARCH AS A TEACHERS’ TRAINING PROCESS AND KNOWLEDGE PRODUCTION

Abstract

Scientific investigation in Education features unique characteristics once its study object comprises the human being with its unique capacity of knowing and thinking about what one knows. The teacher’s work, seen as the intellectual job it is, demands forms of investigation that go beyond the mere identification and data description in order to produce knowledge from the reflection about its complexity. Based on this premise, Collaborative Research presents itself as a possibility of answer, once its foundation is the co-production of knowledge between the investigator and the subject of the research, thus configuring research and training simultaneously. From this perspective, we developed our research with the goal of implementing a study about teachers’ training articulated with the development of a training program on duty for teachers working with Children’s Education in inclusive schools. We used the following procedures: focus group technique, real cases study, investigative questionnaire e document research. Results show the benefits of the collaborative approach for the training of the people involved and for knowledge production for this area, as well as they reveal how much this research perspective lacks systematization and solidification in the education field.