Resumen

BREMM, Daniele  y  GULLICH, Roque Ismael da Costa. Rationalities and Conceptions of Action Research and its Relation to Sciences Teacher Education. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.193-210.  Epub 30-Ene-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-13513.

This article focusses on the analysis of concept construction of Action-Research, bringing a historical approach to the constitution of perspective of rationality, by looking at Science Education. We aimed, therefore, to identify how the different perspectives of rationality have influenced the process of concept production of Action-Research and what are the Action-Research conceptions related to Teacher Education of science, when we look at the process of Systematization of Experiences in theses and dissertations. The research is qualitative, and we will use Textual Discourse Analysis to verify the Action-Research conceptions of the theses and dissertation’s authors. The built results through the analysis pointed to six initial categories and three final categories, being the final ones: Technical Action-Research, Practical Action-Research, and Critical Action-Research. The final category that presented more Meaning Units was Critical Action-Research, which follows the assumptions of critical rationality, and aims the subject’s autonomy throughout thinking processes about action. This result is connected to the fact that the concerned teachers are master’s and doctoral students participating in groups of continued education. Therefore, when it comes to Science Teacher Education, we emphasize the importance of continuing education and the Systematization of Experiences process as an important element for the advancement of Action-Research.

Palabras clave : systematization of experiences; critical reflection; science teaching; continued teacher education.

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