Qualitative research as constitutive of teachers’ formative movement (teacher’s form/action )

Abstract

This article addresses qualitative research, focusing on approaches grounded in a phenomenological perspective and attitude, under the premise that such investigative stance significantly impacts the teachers' formation/action movement (teacher’s form/action) - especially at the basic education level, and the development of the human person. The text focusses on issues whose reflective analyzes underpin an understanding of education, the teleological aspects of pedagogical activities, a logic of the management of learning, as well as the formative practice (form/action) of basic education teachers. The text focuses on issues whose reflective analyses underpin an understanding of education, the teleology of pedagogical activities, a logic of learning management, and the role and practice of the Educação Básica (Brazilian Basic Education system) teacher. An analysis which clarifies certain understandings regarding the profile of teachers, which is presented in a generic and vague manner in the legislation which regulates this level of education is also provided. Phenomenological qualitative research is posited as fundamental to teachers’ form/action movement, thus revealing its ontological and formative dimension in shaping the core of the teacher. It is also evident that the daily practices of such professionals are involved. Ultimately, it is argued that reflection on practice is not only triggered by intellectual action; rather, it is sparked by the awareness of lived experience during its actualization.