Pedagogo: antes de tudo, um pesquisador

Abstract

Historically, the perception of the pedagogue as a passive agent in the educational process has predominated, as merely a reproducer of disciplinary content or a caregiver for children. This perspective extends to the permanent training of teachers, as there is a distancing of the pedagogue from academic discussion after initial training, losing the link with pedagogical theory. We understand pedagogy as a science, considering its object of study and particularities, the characterization of permanent teacher training, as well as the theorization of academic literacy as an instrument of pedagogical research. Faced with this problem, the present work aimed to investigate the potential of academic literacy to contribute to the permanent training of pedagogues, understanding it as an alternative for training more critical and autonomous teachers. The exploratory research has a qualitative approach, using interviews to gather data with five pedagogues, in addition to a documentary and bibliographic analysis. As a theoretical basis, we are based on authors like Imbernón (2009), Libâneo (2006), Pimenta (1996) and Saviani (2020). The analysis of the results demonstrated the distancing of pedagogues working in the educational system from academic discussion, with socioeconomic and labor limitations for their contact with studies through reading, as well as for publishing their writings. It was also observed the dissatisfaction of pedagogues with ongoing training, with its uncertainties due to the methodology, objectives and results, with a demand for training methods that promote their protagonism as higher education professionals.