NARRATIVES OF PEDAGOGY STUDENTS: UNVEILING FORMATIVE EXPERIENCES

Abstract

The study focuses on teacher training to address the diversity of students within the common classroom. We present research developed in a study group with graduates of Pedagogy that carried out an extracurricular internship in the municipal education network and, among their functions, supported students with special educational needs. The research makes use of the biographical method and the present paper assesses the reflexes of the students’ experience in this stage, especially in their training to deal with the educational process of such students. The group meetings were audiotaped and later transcribed. The analytical procedure sought to interpret how the experience affected the students. The results, organized into three thematic axes, indicate that the study group was configured as an institutional training space for the undergraduates and made it possible, through the narratives, to reflect on and transform tacit knowledge into knowledge. The conclusion is that the biographical narrative contributes to creating a proximity between training, the teaching profession and the concrete conditions of the school and teaching work.