A IMPORTÂNCIA DA PESQUISA PARA A PRODUÇÃO DE CONHECIMENTO
Autor: PARINTINS,Z.S.S. | Publicado: 2013-10-22T11:57:00-07:00

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A produção do conhecimento é uma consequência decorrente
da pesquisa. Ao se colocar a pesquisa como condição (responsabilidade)
indispensável da prática docente, a consequência&nbsp; decorrente é que a
pesquisa, tanto para o docente quanto para o discente, torna-se um princípio
educativo referencial, uma vez que o professor não educa apenas através de
palavras, mas também pela postura revelada em suas atitudes ou no conjunto de
suas ações. Esta coerência repercutirá no aluno que, por sua vez, se
interpelará a respeito de querer ou não se tornar um sujeito crítico, criativo
e conquistar sua autonomia intelectual.&nbsp;

À medida que o professor insere estas
marcas no seu trabalho, ele abre possibilidades significativas para a superação
de práticas alienadas e alienantes como a pura cópia, a imitação cega e
submissa, enfim, a reles reprodução. Isso significa que o trabalho docente em
sala de aula deve ser realizado de tal modo que o questionamento, a dúvida e a
incerteza devem ser não só aceitos, como também fomentados. Pode-se afirmar
que, se de um lado, nunca tivemos tanto conhecimento, tantas respostas prontas,
fáceis e acessíveis sobre as questões que nos afligem, de outro, nunca tivemos
tanta alienação, ingenuidade e apatia.

&nbsp;Estabelecer a pesquisa como princípio
educativo significa privilegiar a construção e re-construção do conhecimento
como processo central do ato educativo. Isso traz implicações e
responsabilidades como: a) aguçar a capacidade de questionamento do aluno; b)
fazer com que o aluno saiba identificar as fontes de informação e conhecimento
que podem ser utilizadas para levar o processo de pesquisa a bom termo
(bibliotecas, acervos culturais, museus, internet etc); c) estimular a
capacidade de seleção e manuseio das informações coletadas; d) incentivar o
trabalho com o uso da tecnologia disponível; e) possibilitar o estabelecimento
de uma postura de trabalho (habitus) no tratamento metodológico das
questões.&nbsp;

Se observarmos, estes pontos todos parecem estar implícitos já (desde
sempre) naquilo que se faz no cotidiano escolar. Infelizmente, apenas “parecem”
estar presentes, mas, de fato, não estão. Precisa-se deste modo, a reflexão sobre
estes pontos para o estabelecimento de uma nova práxis docente e discente.&nbsp;

(Revista Espaço Acadêmico, Nº 35/Abril/2004)