POLITICAL AND PEDAGOGICAL MEANINGS OF RESEARCH IN POST-GRADUATE STUDIES

o sentido político e pedagógico da formação

Abstract

This text treats research as a process of formation, recuperating its pedagogical character of stimulation of thought of the subjects. It defends research as dialogue, which seeks the construction of a communicational attitude, constructing discursive communities. This way, formation assumes a valuating character, not always away from the normative and prescriptive perspective. Based on Correia (1998), Gauthier (1999), and Estevão (2001), it assumes that research as an instrument of formation can qualify the formative processes in an emancipating dimension. In this direction, the text examines the tendencies present in the day-by-day of the Programs of Post-Graduation in Education in Brazil, calling the attention to the emphasis on the qualitative studies, as well as to the incidence of studies that take the practices of the subjects themselves as objects. It equally analyzes the impasses lived in the field of formation and research, stressing the importance of systematized reflection about the epistemological field of education. It follows the categories of Larrosa (1990), who affirms it is necessary to discuss this dimension through its scientific, interdisciplinary and practical effects. Finally, it treats the challenge of the organization of Research Lines in the context of the Programs and the finality of this construction in the realm of Post-Graduate Studies. It inquires about the meaning of research, producing a dialogue with the reader.