CHARACTERIZATION OF THE AUTONOMY OF EDUCATIONAL RESEARCHERS BASED ON REPORTS ABOUT THEIR TRAINING PROCESSES AND PROFESSIONAL PRACTICE

Abstract

In this article, we present the results of an investigation that had the objective to characterize the autonomy of educational researchers based on the relationships they establish in their training processes and professional practice. The data were obtained from reports presented by these professionals in an online questionnaire. The analyses were based on the qualitative approach and the Content Analysis technique, using a priori categories from an analytical instrument that we developed. Among the results, we characterized the autonomy of educational researchers regarding the presence and absence of interest and liberty in relationships involving the exercise of ethics, skills, and political dispositions, and the development of knowledge itself. In some situations, researchers also developed their research under the exercise of teaching, emphasizing relationships to negotiate resources, meet their interests in choosing the area and research topics, and improve their knowledge. We conclude on the relevance of autonomy for the training and performance of researchers, the practice of values such as responsibility, respect, and dialogue, the capacity of the analysis instrument used, and possible directions for future studies.