Resumo

VICUNA-URETA, Amilcar Máximo; SANCHEZ, Karla Robalino; DURAND, Stephanie Marjorie Valladares  e  QUISPE, Julio Alexander Ramos. Formative research at school: key to the development of autonomous thinking. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.28, pp.897-910.  Epub 09-Fev-2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i28.562.

Autonomous thinking is one of the essential pillars for the development of students capable of providing solutions to current problems. For this reason, the purpose of this research was to unveil the feelings of secondary school teachers in the district of Surco in metropolitan Lima with respect to formative research and autonomous thinking. It was a qualitative study, which used the hermeneutic phenomenological method for the interpretation of the interviews conducted with six secondary school teachers from the district of Surco in Metropolitan Lima, who were chosen based on the fulfillment of criteria. The findings revealed three key categories within the teachers' discourse: formative research: the engine that promotes meaningful learning, formative research: amalgam between the conceptual and the procedural, and formative research: key to the development of autonomous thinking, which shaped new study concerns.

Palavras-chave : Formative research; Autonomous thinking; School; Development of thinking.

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