A importância da pesquisa como princípio educativo na prática pedagógica do professor e pesquisador que atua em curso de ciências contábeis

Abstract

The training in scientific thinking is founded on doubt on curiosity and research. Learning to research is a dialogical process that makes the space of the classroom a stage of discussions and arguments enabling role of the student. This research aimed to investigate how the research is present in the training and teaching practice teacher and researcher who works in the Accounting course offered by IES city of São Paulo. We sought to identify advances and limitations that may impact the effectiveness of pedagogical practice in the university context. Therefore, we carried out an exploratory qualitative approach. Data were collected through in-depth interviews and document analysis. It was found that the teachers surveyed had few experiences in research in their formative processes during undergraduate and graduate, which may have influenced the pedagogical performance and a better targeting of their methodological choices in the classroom. As to how teachers conduct their classes, it was found the commitment to create situations and learning environments capable of providing research experiences to students of accounting sciences in which they operate. However, not all teachers still use the research as an educational principle and attitude everyday. Pedagogical practice of some teachers studied classes were routed through the questioning of contents and active methodologies, these very characteristics of teaching with research. Already in the practice of other research presented as academic activity, linked to query and search for information. It was found that research is present in the training and teaching practice of teachers investigated, however, in some cases not yet constituted as an educational principle with the essential questions that lead to arguments and to construct new knowledge. We conclude that teaching with research requires learning situations that lead students to the systematic questioning, methodical, argued, where the research have a broader direction, which is not exhausted in methodological requirements, although they are necessary. In addition to the method, there must be a conceptual theoretical questioning, which argued, is also a form of research. Thus, the search mode influences the way they teach, the principles of educational research contribute to the improvement of teaching and learning, and hence the formation of the student (future teachers) and the teacher-researcher who works in the context University