The discussion concerning the teacher-researcher's production of knowledge and cognizance is the axe of some discussions of the Research Group in Continuing Education (Gepec) at Unicamp. Productions organized by Geraldi, Fiorentini and Pereira (2000), Cunha and Prado (2005), as well as Mota's Ph.D (2005), in dialogue with Severino (2002), Luna (2002), Lüdke (2001, 2004) and Fiorentini (2004), among others, have promoted the problematization concerning the legitimacy of the teacher's research. The present research, which aims at constructing other criteria for defining the teacher-researcher's research in his-her teaching activity in classroom, independently from his-her being part of a Graduate Program, has consulted works from teachers who have sent them to the Gepec's seminars - Seminars "Another School Speaks" and "Seminar on the Production of Knowledge, Cognizance and Docent Formation (Cole). These works were analyzed by assuming criteria established by Gepec's reflections, confirming the hypothesis that had proposed the possibility of the teacher's constructing and systematizing knowledge and cognizance acquired from his-her docent experience, by narrating his-her experiences, by orienting him-herself by a research question, by transgressing theoretical-methodological patterns and by producing new understandings about his-her pedagogical work and thus mobilizing possible changes. In spite of the teacher's poor work conditions, this research reveals that the teacher's researches represent a concrete possibility for constructing new practices, since their questioning gaze is able not only to illuminate those practices but also to criticize theories and to produce important knowledge and cognizance for the school and the university.
teacher-researcher; docent knowledge; continuing formation