ACTION RESEARCH AND COLLECTIVE PEDAGOGICAL PROJECTS IN EDUCATIONAL INSTITUTIONS: THE PATHS AND ANNOUNCED OBSTACLES

Abstract

The potential of Action Research (AR) is highlighted by its promotion of collaborative engagement among stakeholders (teachers, school managers, students, families, and the school community) in diagnosing specific problems and co-creating context-adjusted solutions. Thus, when associated with Collective Pedagogical Projects (CPP), the  approach is viewed as a strategic factor for the concrete resolution of complex problems. However, despite its promising nature, its operationalization faces several challenges. Key pathways to be explored include the promotion of critical reflection, reciprocal professional development, and the consolidation of a collaborative institutional culture, among other. Conversely, the stated obstacles include resistance to change and innovation, the structural rigidity of institutions, and the lack of prior contextual diagnosis, among others. In conclusion, the success of CPP mediated by AR depends on overcoming these and other challenges. In other words, a firm commitment from institutions and the substantive value of their stakeholders are required.