CURRICULAR REFORM AND PROFESSIONAL DEVELOPMENT IN DOCTORAL TRAINING AT REAMEC: TWO BANKS OF A RIVER

Abstract

This work is the partial result of a doctoral thesis developed at REAMEC through collaborative research that relates the field of curriculum with that of teacher training and professional development. The professional development of teachers has been considered an important topic of study by researchers in the field of education, understood as a continuous process that begins even before the beginning of the undergraduate course, extends throughout the professional life through experiences of diverse nature carried out in the concrete context of work, receiving influences from it and influencing it retroactively. The objective of this work is to identify contributions to the professional development of a teacher researcher in the context of a collaborative research developed in the process of curricular reformulation of a Bachelor's Degree in Biological Sciences, while a doctoral student of the PPGECEM of REAMEC. The analysis of the data shows a professional development consistent with the most current views of this field of studies, categorized as revitalization and re-imagination, which conceive the teacher as an actor in his/her training process, a role that is increasingly necessary, given the complexity of the work and the teaching profession, in which the teacher is called to participate in decisions about his/her work, about the curriculum of the institution in which he/she works, about the curricular reforms underway, etc. We argue that the context of curricular reforms in the institution and the professional development of the teacher are like two banks of the same river and collaborative action research works as a bridge between these two banks.