FRAGMENTOS DE MEMÓRIAS ESCOLARES: CONTRIBUIÇÕES DAS NARRATIVAS NA PRÁTICA DE FORMAÇÃO DE PROFESSORES

Luana Zanotto; Aline Sommerhalder; Andressa de Oliveira Martins

doi:10.22481/praxisedu.v15i34.5629

Autores/as

Luana Zanotto Universidade Federal de São Carlos - Brasil http://orcid.org/0000-0003-1877-4170
Aline Sommerhalder Universidade Federal de São Carlos - Brasil http://orcid.org/0000-0002-6024-0853
Andressa de Oliveira Martins Universidade Federal de São Carlos - Brasil http://orcid.org/0000-0003-2041-8706

DOI:

https://doi.org/10.22481/praxisedu.v15i34.5629

Palabras clave:

Formación del profesorado, Memorial autobiográfico, Narrativas

Resumen

We count narratives as a legitimate resource for teacher training, mainly by they provide opportunities for linking between the knowledge from the school education and the choose profession. Therefore, this article aimed to highlight formatives itineraries described in an autobiographical narrative about undergraduate students' school life path. Seven memorials produced in school discipline 'Narratives in Teacher Training' from the Education course from a Federal University were analyzed. The analysis converged into two categories: 1) Narrate to know me: about school life path and 2) Teacher training: from school experiences to career choice and pedagogical alternatives. The results showed experiences of primary school education stressed coming challenges and their preference for significance of human relationships, meanings of teaching function and some possibilities for the professional future, either seen into the narratives.

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Biografía del autor/a

Luana Zanotto, Universidade Federal de São Carlos - Brasil

Doutorado em Educação em andamento pela Universidade Federal de São Carlos (UFSCar), Brasil; Programa de Pós-Graduação em Educação (PPGE); Membro do Centro de Pesquisa da Criança e de Formação de Educadores da Infância (CFEI); Bolsista CAPES.

Aline Sommerhalder, Universidade Federal de São Carlos - Brasil

Doutora em Educação Escolar pela Universidade Estadual Paulista (UNESP). Docente do Programa de Pós-Graduação em Educação (PPGE) e do Departamento de Teorias e Práticas Pedagógicas (DTPP) da Universidade Federal de São Carlos (UFSCar), Brasil; Coordenadora do Centro de Pesquisa da Criança e de Formação de Educadores da Infância (CFEI).

Andressa de Oliveira Martins, Universidade Federal de São Carlos - Brasil

Doutorado em Educação em andamento pela Universidade Federal de São Carlos (UFSCar), Brasil; Programa de Pós-Graduação em Educação (PPGE); Membro do Centro de Pesquisa da Criança e de Formação de Educadores da Infância (CFEI).