O Programa de pesquisa de Lakatos e sua contribuição para a formação docente: fundamentos para o núcleo estruturante da interculturalidade triangular

Abstract

The Scientific Research Program (PIC) proposed by Lakatos (1979) is a methodology for reading and understanding the development and evolution of science. It is also an epistemological proposal, in the sense of understanding what this evolutionary process is. One of the main predicates of this proposal is the notion of breaking with the idea of paradigm (KHUN, 1998), that is, the abandonment of the understanding that the evolution and development of science are based on isolated theories. Another mark is the refusal to use dogmatic procedures, typical of belief or conviction, for adherence or exclusion of a theory as scientific and for the incorporation, or not, of variables in a theory. Based on these understandings, this thesis aims to apply the Lakatian theory of PIC in the field of teacher education, in order to produce a structuring core of triangular interculturality, capable of dealing with the diversity and complexity of elements that the proposal requires. This requires abandoning educational foundations from a unilateral point of view, in order to assume and develop teacher training based on program proposals. Through the procedure of rational reconstruction, typical of the notion of Lakatian programs, important fundamentals are established to establish a structuring core for teacher training, taking into account the Brazilian and Latin American contexts, of an Afro-Iberian and Amerindian hue. This structuring core, of plural rationality and aggregator of bonds, was developed in the perspective of triangular interculturality. This is a “form” for “action”, composed of a theoretical pluralism, coming from different knowledge, from different areas of knowledge, which are thought from the diversity of people and knowledge that make up our Afro-Iberian and Amerindian context. To boost the continuous movement of theoretical-empirical development, this thesis carried out a field research based on two axes: a questionnaire applied to trained teachers and an interview with training teachers. From the experience of these actions, the subjects' perspective on: the scope and limitations of teacher training and the development of inter-trans-multi-disciplinary or integrative training models were known, which were understood as a practical dimension of triangular interculturality. From the theoretical-practical study of this thesis, it is concluded that, with the idea of programs and the notion of a structuring core that the proposal presents, there is the possibility of subsidizing an epistemic-methodological reconfiguration for teacher education. It was also pointed out that, in order to meet the tacit need to rationally rebuild the educational, philosophical and pedagogical foundations supported by this structuring core, the context and existing relationships between different people and their knowledge need to be considered and reconfigured and, for that, the proposal of triangular interculturality was the substantial basis that promoted the emergence of new horizons for teacher education.