Constitutive processes of the education policies in the municipal context: collaborative action research as epistemological, methodological and political posture
DOI:
https://doi.org/10.5212/PraxEduc.v.9i2.0011Abstract
This text analyses the constitutive processes of the municipal education policies, highlighting the contributions from the collaborative action research in these processes as posture which feeds the political commitment, the critical thought and the cooperative relations for the constitution of learning communities. This article articulates the reflection from a meta-analytical posture of the investigative process itself with the composition of the education policies brought into focus, having as protagonists the education professionals who work in the Board of Education. The findings, from the analysis of the documents content; the reports of observations, of the formative meetings in the Field Diary and of the interviews, signalize that the impacts derived from the action research are not immediate, but expectable in the course of time - typical of groups which share and build scientific, epistemological and pedagogical complicities.
Keywords: Education policies. Collaborative action research. Epistemological principles.
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