<b>Action research, teacher formation and cultural diversity
Abstract
The trends and principles of Action Research (AR) methodology as a qualitative alternative in applied Social Science are discussed within the context of education and teacher formation. Emancipatory pedagogical activities linked to universities and to continuous education are taken into account. Contrastingly to the unifying tendency derived from the neoliberal model of management and education, the insistence on cultural diversity of people, groups, behaviors, forms of expression, knowledge and learning is outlined. The methodology, when well-managed, ensures diversity due to participation and autonomy of those involved in the process. Within such a perspective and particularly involved in the Brazilian conditions, current analysis provides an overview on action research; emphasizes its contribution in favor of contra-hegemonic groups; discusses the specifics of action research in education and teacher formation; and lists items to strengthen action research in education and especially in teacher formation.
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