Formation of researchers and multi-referentiality: emerging issues

Abstract

In the present text, the objective is to present elements that particularize my work in the formation of the researcher, in the stricto sensu graduate academic masters, considering the multi-referential as an epistemological perspective for the production of knowledge. This work refers to my practice as a mentor in
education, whose status is student / worker in an academic master's degree. This perspective materializes in a method for problematization of educational practices, which is based on a conceptual triad and two operative notions. The method is a spiral path, in which the subject who produces knowledge formulates a singular question that questions the respective field of knowledge, through a methodology for the construction of the research problem. The results point to a diverse set of forms of resistance to the productive hegemonic model of stricto sensu post-graduation, in Brazil, at different levels: scientific, professional, formative and existential. Multi-referentiality indicates possibilities for (re) articulating fields and subjects, knowledge and knowledge, which are commonly dissociated or mutually excluded. This is the radical meaning of an epistemology of the heterogeneous. From my point of view, this perspective (re) actualizes the inseparability of politics and education, in the problematization of the interaction (reciprocal action) of the action of the singular subject in a neoliberal global conjuncture.