Abstract

The article presents the result of research related to the construction of knowledge in research in the initial training of teachers, understanding the declared meanings that academics, from three regional universities, expose through their speeches on this specific theme. It is developed from the understanding-interpretive paradigmatic perspective, under a flexible design. The information collection technique incorporates the qualitative interview and for its analysis, the procedure of condensation of meanings was implemented. Among the main results, research emerges as appropriation of a method, in discord with research as a problematization of reality. In this break, elements of continuity and change are evidenced for this training environment.