TEACHER-RESEARCHER: CHALLENGES OF TEACHERS WITH A MASTER'S OR A PH.D. WHO WORK IN BASIC EDUCATION

This research aimed to elucidate the main challenges that teachers with a master's or a Ph.D. face in their school routine in light of the development of research in Basic Education. Using a qualitative approach, data production has been divided into two stages: semi -structured interviews and discussion groups. As participants, we had thirty teachers with a master's and/or a Ph.D. who work in the three levels of Basic Education (Preschool, Primary School and High School), in private and public institutions of Joinville's municipal education system, Santa Catarina, Brazil. The main theoretical support authors were: Gatti (2012, 2013), L & uuml;dke (2009, 2010), Rausch (2010, 2012) and Andr & eacute; (2002). The main challenges refer to: time; contents; support from school management and education systems; funding; continuous professional teacher development; value and working conditions, as well as the dilemmas faced during the Covid-19 pandemic. This research aims to contribute to reflections on teacher training and performance, especially when it comes to teacher -researcher and conducting research in Basic Education. The results have shown that even teachers with a master's and/or a Ph.D. who have some research training claimed that they had few conditions to carry out research in basic education. This leads us to affirm that, despite the importance of teacher training in research, their disposition and their interest in carrying it out, aspects that involve time, space, resources and stimuli are crucial for them to be able, in fact, to develop themselves as a teacher -researcher in Basic Education.