Action research in theses and dissertations in the field of continuing education for Basic Education teachers in Brazil: propositional indications based on a review

Abstract

The article aims to provide propositional indications for the continuing education of Basic Education teachers in Brazil, based on theses and dissertations developed through action research in the first two decades of the 21st century. The theoretical definition of action research is grounded in the contributions of Thiollent (1986), Tripp (2005), and André (2001). The discussion on teacher education is based on the works of Imbernón (2005, 2006) and Nóvoa (2009, 2017). This is a review study with a qualitative approach, where the data were generated from the analysis of the final considerations of texts published in the Brazilian Digital Library of Theses and Dissertations (BDTD). Seven propositional indications were identified in the analyzed research: 1) Cross-cutting themes; 2) Reflective process; 3) Continuity of the formative process/professional development of teachers; 4) Collective and collaborative character; 5) Achievement in the school context; 6) Dialogical process; and, 7) Teacher authorship. Based on the analysis conducted from the Indiciary Paradigm, it is possible to state that these indications present fundamental aspects to be considered in the continuing education of Basic Education teachers. They also provide a panorama that contributes to future research on the topic.