RESEARCH, FORMATION AND EMANCIPATION

reflections from an experience

Abstract

Can a research exercise lead to emancipation? Yes, it can. This is the conclusion reached by the authors of this article. In order to explain the reasoning that led to this conclusion, the authors describe how an action research project was carried out; develop reflections on some implications between research experience and teacher training; and highlight elements of a teacher's emancipation process, in the context of training in a stricto sensu postgraduate program. The aim is to debate the possibility of emancipation and give visibility to a teacher's research experience, seeing it as viscerally linked to teacher training. The descriptions, reflections and highlights are fundamentally based on the notions of experience (Henning, 2019; Bondía, 2002), training (Monteiro, 2019; 2020) and teacher autonomy (Freire, 1987; 1996), drawing attention to problematization, indignation, systematic study, the exercise of reflection and horizontal and collective relationships, which are understood as decisive to the process of emancipation.  In the end, the authors situate emancipation in the constant, daily and socially referenced exercise of teaching work, which is linked to training and research. The research experience problematized and analyzed by the authors was presented in Panel 5 - Curricular Inventions for/in Education in the Countryside, at the XI International Colloquium on Curricular Policies, VII Seminar, VII National Seminar of the Research and Educational Practices Group and IV Northeast Regional Curricular Symposium.