As contribuições da Grounded Theory para um estudo sobre a formação de professores

Abstract

Specifically based on the critics related to the methodological choices of research in Human Sciences, we sought to present the contributions of the Grounded Theory for the development of a research on teacher education. The research relied on a workshop’s data focused on project-based learning process offered to public school teachers. The teachers answered a survey and three professionals were interviewed. These data allowed us to produce theories about the teacher training process, making it possible to identify the knowledge mobilized by the interviewees when asked about the benefits and limitations of the activity offered.