ANALYSIS OF ACADEMIC PRODUCTION ON ACTION-RESEARCH IN THE INTERFACE WITH CONTINUING EDUCATION FROM THE PERSPECTIVE OF SCHOOL INCLUSION:

A DIALOGUE FROM THE ARGUMENTATION CIRCLES

Abstract

The present article aims to analyze eight master's dissertations from Grufopees/CNPq-Ufes produced between 2018-2021, discussing their different levels and technical, methodological, epistemological and philosophical assumptions.It is based on qualitative, bibliographical research, based on the epistemological analysis of knowledge. It takes the assumptions of Jürgen Habermas' Theory of Communicative Action, seeking to dialogue with productions in search of consensus about the knowledge produced. Its participants are the authors-researchers of the dissertations, considering the “Epistemological Matrix” for the production, organization and categorization of the data. Data analysis is based on “Argumentative Circles”, which are constituted through discourse expressed by explicit arguments in the “speech acts” of the subjects, which “de-problematize” on the discursive level regarding the action/practice, seeking to identify the relationships established between researcher and participants, the constitution of the research problem, the research processes, the understanding of reality and the intentions for change. There is evidence of a strong performance by the group in transformation processes inherent to the theoretical-methodological perspective of collaborative-critical action-research, conceived in the development of continuing education processes from the perspective of school inclusion and policies for training in municipalities in Espírito Santo. The perspective of the discourse expressed in the commitment to communicatively undertake a space of speech with the subjects of the context to express opinions can be noted through two channels of discourse, in the theoretical discourse, in which experiences and claims to truth are thematized, and the practical discourse, in which thematizes and evaluates whether a certain norm of action can be substantiated.