Duration: 2024 – 2027
Principal Researcher
Maria Cristina Pansera de Araújo
CI&DEI´s Principal Researcher
Rosa Tracana
Funding
FAPERGS
Research line:
Educational Policies, Didactics and Training
This research proposal was developed due to the need to broaden and deepen the experiences and knowledge of pedagogical and technological innovation of the proposing team, in interaction with national and international researchers, basic education teachers, and undergraduate and postgraduate students. We focus on the qualification of education through teacher training and curriculum production at the thematic interface University-School (U/E) interface. We intend to investigate how teacher professional development is linked to translingual and intercultural pedagogical and technological innovations from a decolonial perspective of the global south, expressed in curriculum proposals for Study Situations (SE) and Socio-Scientific Questions (QS) in a context of internationalisation of basic education. Through the interaction of researchers and educational institutions, we seek to produce knowledge that qualifies the basic education and teacher training curriculum, as well as contributes to he humanisation of those involved, ultimately in the proposal of public policies for Basic and Higher Education. Systematic meetings are proposed for the study, planning, recording and analysis of pedagogical practices collectively produced, monitored and evaluated by and among peers in order to constitute innovations involving translanguage as intercultural epistemology (Makalela and Silva, 2023), so as to constitute pedagogical and technological content knowledge (TPACK) (Mishra and Koehler, 2006). To this end, the creation of the collective space RIPIUE - Interinstitutional Research Network at the University-School Interface is planned, consisting of researcher trainers, basic education teachers, and undergraduate and postgraduate students linked to the five higher education institutions participating in the project. Three institutions are Brazilian: the proponent UNIJUÍ (RS), URI (RS) and UNB (DF); and two foreign institutions – Universidad Surcolombiana (Neiva, Colombia) and UMinho (Braga, Portugal). In terms of methodology, the research process is qualitative in nature, falling within the action research modality with a critical and emancipatory focus (Carr and Kemmis, 1988), and quantitative based on descriptive statistics. The qualitative data will be organised and analysed considering the theoretical assumptions of Discursive Textual Analysis (DTA; Moraes and Galiazzi, 2020), and the statistical analysis adopted will follow the Likert scale presented in the research instruments used. The data will be interpreted with the support of educational and linguistic theories from authors such as: Shulman (2005); Nóvoa (1992, 2015); Vigotski (2012, 2013); Leontiev (2004, 2021); Mizukami (1996); Geraldi et al (2009); Martinéz (2012); Saviani (2011); Mishra and Kohler (2006); Kurtz et al (2021); Cambraia et al (2022); Tracana and Cambraia (2019); Gomes and Costa (2021); Makalela and Silva (2023); Silva and Xavier (2021); Rosa et al (2022), Welp (2022), Pennycook (2007); Kramsch (2009), among others. Finally, we hope to contribute to professional teacher development through advances in the understanding of intercultural epistemology and pedagogical and technological innovation in basic education from a decolonial perspective of the global south, in dialogue with related national and international institutions. The dialogues will be coordinated and developed by higher and basic education teachers.