ABSTRACT
This article analyses dissertations produced by the first class of the Master's Program in Education: Theory and Practice of Teaching from Universidade Federal de Paraná (UFPR, Brazil), emphasizing the identity construction of this teacher education program. We considered these proposals and the research results as possible contributions to the school reality that qualify the goals of the Program. On the basis of documentary analysis of the 19 dissertations defended in 2015 by the first class of master students, which are catalogued in the digital collection of the UFPR Library, we looked for the effects of the research instrumentation offered by the Program, the capacity of reflection, autonomy, elucidation of own experiences and possible interventions in the authors' professional contexts. We grouped dissertations in three thematic axes: the first analyses possible experiences in a field; the second analyses instruments from outside the field; the third analyses the environment. In the concluded studies we could identify: i) tendencies to explore experience as a way to contribute to the field; ii) tendencies to privilege technology to innovate practice; iii) tendencies to problematize the school environment in its effects and counter-effects upon professional development and conditions of professionality.
Keywords:
Professional master's degree; theory and practice of teaching; research on experience; teaching practice.