RESEARCH IN TEACHING PRACTICE AS A MECHANISM FOR MEANINGFUL AND EMANCIPATORY LEARNING IN THE CONTEXT OF A RURAL SCHOOL

Abstract

This article aims to present conceptions of the teacher as a researcher, showing that teachers can propose improvements in current teaching through their research and school practices, thus contributing to meaningful development and advancements in education. It is extremely necessary to value practical aspects closely tied to the successful performance of teaching work; therefore, this research sought to show, through a qualitative approach in an educational institution, that it is entirely possible for teachers to develop research focused on reflecting on their professional practice with rewarding results. This work also demonstrates that the act of researching should be a permanent activity in the teacher's professional life, in the ongoing search for knowledge that can transform the school environment and contribute significantly to the community by developing projects aimed at improving the educational system and, above all, the human condition in favor of dignified social coexistence and effective learning; teachers must be transformative agents.