EDUCATIONAL RESEARCH: ACADEMIC RESEARCH AS A MECHANISM CONTRIBUTING TO THE INTELLECTUAL DEVELOPMENT OF THE TEACHER-RESEARCHER IN COMBATING SCHOOL VIOLENCE

Abstract

This article aims to highlight how the intellectual development of the teacher-researcher is driven by the constant practice and rethinking of academic research, such that this constant activity contributes to addressing the problem of school violence that occurs at all levels of education. Regarding the state of the art, we chose a narrative literature review methodology, which, intertwined with the dialectical method combined with the theory of metaepistemology of contexts, leads us to develop this study ethically and with academic rigor using a qualitative approach. The possible results show that academic research is inseparable from the teaching profession, so that the teacher-researcher is an agent in combating violence in the school context through their didactic-scientific autonomy. We hope that this article will not promote absolute truths, but rather stimulate further research on the subject.