Vivências (auto)formativas com o ensino por pesquisa: o estudo da poluição das águas do Igarapé Ilha do Coco

Abstract

We aim to present research on the practice itself based on a (self) formative study with an emphasis on teaching through research. (Self)formation was studied using narrative research as an epistemological, theoretical and methodological reference. This aims to study experience, I understand it as a continuous phenomenon that integrates its three-dimensionality. In this context, one of the guidelines within narrative research is the production of knowledge through narratives, telling stories or experienced cases, in which the narrated problem, whether social, cultural or environmental, drives reflective discussions and changes. Teaching, guided by the principles of teaching through research, directed planning and investigative pedagogical practice through “teaching through research activities” proposed as an educational product. In the theoretical and reflective exercise, the teacher builds knowledge in and about teaching by researching his own practice designed from references that serve as sources of action, reflection and choices. From this perspective, changes constitute part of the teaching-learning process and can occur during teaching moments, constituting challenges that mobilize the teacher's creative capacity.