Pesquisa-ação

ARTIGOS DE DEMANDA CONTÍNUA

Pesquisa-ação

Guido Irineu Engel

Doutor, Universidade Federal do Paraná. [e-mail]

RESUMO

O objetivo deste artigo é fazer uma introdução à pesquisa-ação sob o aspecto de sua utilidade e das críticas a ela endereçadas. O trabalho discute o conceito de pesquisa-ação e suas características essenciais. Igualmente são apontadas as vantagens deste tipo de pesquisa e sua aplicação para a solução de problemas no ensino. Finalmente são ainda abordadas as fases de implementação de um projeto deste tipo de pesquisa.

Palavras-chave: pesquisa-ação, teoria e prática, pesquisa qualitativa.

ABSTRACT

The aim of this paper is to introduce action research from the perspective of its usefulnes and its criticism. The present work discusses the concept of action, research and its essential characteristics. Moreover, it deals with the advantages of this kind of research, and its application in teaching settings as well. The implementation phases are also here discussed.

Key-words: action research, theory and practice, qualitative research.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

1 KETELE, J.; ROEGIERS, X. Méthodologie du recueil d'informations: fondements de méthodes d'observations de questionaires, d'interviews et d'étude de documents. 2. ed. Bruxelles: De Boeck Université, 1993. p. 99.

2 LEWIN, K. Die lösung sozialer konflikte. Bad Nauheim, 1953.

3 Cf. WALLACE, M. Training foreign language teachers. A reflective approach. Cambridge: Cambridge University Press, 1991.

4 NUNAN, D. Action research in language education. In: EDGE, J.; RICHARDS, K. (Ed.). Teachers develop teachers research. Papers on classroom research and teacher development. Oxford: Heinemann, 1993. p. 41.

5 Ibid., p. 43.

6 KRAPP, A.et al. Forschungss-Wörterbuch. Grundbegriffe. Lektüre wissenschaftlicher

7 KETELE; ROEGIERS, op. cit., p. 100.

8 Id.

9 COHEN, L.; MANION, I. Research methods in education. 4. ed. New York: Routledge, 1994. p. 195 ss.

10 McKERNAN, apud HOPKINS, D. A teachers guide to classroom research. Buckingham, 1993. p. 52.

11 COHEN; MANION, op. cit., p. 193.

12 GAY, L. R. Educational research. Columbus: Merril, 1976. p. 8.

• COHEN, L.; MANION, L. Research methods in education. 4. ed. New York: Routledge, 1994.
• GAY, L. R. Educational research. Competencies for analysis and application. Columbus: Merril, 1976.
• HOPKINS, D. A teachers guide to classroom research Buckingham: OUP, 1993.
• KETELE, J.; ROEGIERS, X. Méthologie du recueil d'informations: fondements de méthodes d'observation de questionaires, d'interviews et d'étude de documents. 2. ed. Bruxelles: De Boeck Universisté, 1993.
• KRAPP, A. et. al. Forschungs-Wörterbuch. Grundbefriffe. Lektüre wissenschaftlicher texte. München: Urban & Schwarzenberg, 1982.
• LEWIN, K. Die lösung sozialer konflikte .Bad Nauheim, 1953.
• NUNAN, D. Action research in language education. In: EDGE, J.; RICHARDS, K. (Ed.). Teachers develop teachers research Papers on classroom research and teacher development. Oxford: Heinemann , 1993. p. 39-49.
• NUNAN, D. Action research in the language classroom. In: RICHARDS, J. C.; NUNAN, D. (Ed.). Second language teacher education Cambridge: Cambridge University Press, 1990. p. 62-81.
• WALLACE, M. Training foreign language teachers: a reflective approach. Cambridge: Cambridge University Press, 1991.

Datas de Publicação

• Publicação nesta coleção
  06 Mar 2015
• Data do Fascículo
  Dez 2000