Problematization Methodology with Maguerez’ Arch and its relation to teachers’ knowledge

Abstract

The purpose of this research is to accomplish an analysis of the theme “teachers’ knowledge”, more specifically a research on which knowledge can be dealt with/stimulated by the Problematization Methodology (P.M.) and the Maguerez’ Arch in the participants, following five stages: observation of reality and definition of problem, key points, theorization, solution hypothesis and application in reality. The exploratory-descriptive research was based the literature that deals with teachers’ knowledge as well as the Problematization Methodology. This research made it possible to broaden the understanding of the great pedagogical potential of this methodology while a methods for teaching, research or other uses, as when supervising an end-of-term paper (TCC), by the knowledge that was associated to each of its stages (pedagogical, curricular, discipline, professional, experiential, knowledge, among others). It strengthened the previous knowledge on this theme, not only through the scientific process but also through the critical analysis developed, based on the theoretical framework that was used. Thus it was broadened the idea that the Problematization Methodology can be used in the teachers’ education, as a continuing process that may include research on the teaching profession, as a way that stimulates the use and acquisition of different knowledge, leading to a broadened education of this kind of professional, and preparing this professional for transforming the educational context.