SCIENTIFIC METHODOLOGY IN THE EDUCATION OF TEACHER-RESEARCHERS: RIGOR, INTELLECTUAL AUTONOMY AND KNOWLEDGE PRODUCTION

Abstract

Research education occupies a strategic position in higher education, especially in teacher education programs, where understanding methodological foundations can broaden the ability to analyze educational problems and connect theory, practice, and knowledge production. This article aims to discuss the contribution of scientific methodology to the education of teacher-researchers, considering investigative rigor, intellectual autonomy, coherent choice of methods, and ethical responsibility in academic production. This is a qualitative and analytical bibliographic study based on three selected works addressing scientific methodology, research processes, and researcher education. The analysis was organized into three axes: foundations of scientific methodology; investigative education and academic autonomy; and research as a dimension of teacher education. The results indicate that scientific methodology cannot be reduced to the teaching of standards, models, or formal procedures. Its broader contribution lies in organizing investigative thinking, defining research problems, justifying methodological choices, and constructing interpretations supported by theoretical frameworks. In teacher education, the studies also reveal students' difficulties regarding academic writing, epistemological foundations, and curricular articulation, pointing to the need for a research culture distributed throughout the curriculum. It is concluded that educating teacher-researchers requires integrating methodology, scientific reading, theoretical reflection, academic writing, and investigation of educational reality, so that research is understood as a formative practice rather than merely a requirement for course completion.