Action Research: Strengthening collaborative work to transform the educational context

Abstract

This paper aims to reflect on the action research as a methodological procedure that values collaborative dimension in knowledge production processes of/in pedagogical practices, linked to the transformation of the educational context and the teachers professional development. To do so, we carry on about the action research in the research field and educational field, emphasizing elements that help us to understand its constitutive process as a methodology of analysis and transformation of a certain reality; as a result, we noted the collective and collaborative dimension, centered in the educational context, as an indispensable condition for the action research. And, in conclusion, we present considerations on the necessary conditions that must exist in the educational context for such a methodology to be considered a tool to promote the transformation and production of knowledge in teaching practices and the teachers professional development.