Formação sustentável do professor no mestrado profissional

Abstract

This research investigated the challenge faced by the professional master's program aimed at Brazilian teachers working in basic education concerning the demand of labor market to overcome the extremely theoretical academic practices. The research methodology corresponds to discursive analyses of the teacher researcher's academic writing and to scientific literature review from different disciplines that through distinct approaches propose paradigmatic transformation in teacher education. The results showed that the development of scientific research by the teacher contributes to foster his/her familiarity with literacies required to transform the dominant scientific and educational paradigms. This fact happens within the disputes to the legitimacy of different social voices representing university and school. We propose a sustainable teacher education especially based on the antidisciplinarity and legitimacy of practical knowledges shared by teachers.