The formative nature of action research in education

Abstract

The formative character of Action-Research (A-R) in Education is build within the scope of the politician of the educational context. The aim of this study is to analyze the importance of A-R for the investigation of the teaching, characterizing, from a set of theorists, its formative character. The methodology consists of a bibliographic study, based on some contemporary authors that approach Action Research in different contexts and situations such as: Diniz-Pereira and Zeichner (2011), Ghedin and Franco (2011), Thillent (2011), among others. The results point out the importance of the A-R to investigate education, especially the teaching and its formative and transformative character. The findings on A-R highlight the characteristics, concepts and similarities between the different authors. The conclusions highlight the formative nature of the A-R for the teaching practice, thus consolidating a research-action pedagogy that, in collaborative and emancipatory terms, aims at restructuring the educational field due to its social nature.