A contribuição do registro no processo de construção da identidade docente: uma experiência com o diário de campo do PIBID de Pedagogia

Abstract

This paper presents a discussion about the role and function of registration in the process of constructing the teaching identity, based on a field journal writing experience, used within the Institutional Program of the Initiation to Teaching Grant (PIBID) of Pedagogy of the Federal University of Alagoas / Campus do Sertão. It is understood that thinking about policies aimed at the education of young children implies taking into account the processes of teacher training. In this way, the logbook in field is conceived as a methodological and formative strategy to be assumed from the first moment in which the approach of the licenciando is approached to questions pertinent to its future field of work, or in the contact with the disciplines of foundation theoretical, with teaching methodologies or through supervised internships and extension projects. For this reason, it is understood that the act of registering is a singular and at the same time plural activity, in order to focus on pedagogical conceptions and practices. The registers present in our field diary will be here problematized, thematized and re-signified in the light of studies and research that point to questions related to teacher training for Infant Education and, more specifically, for the construction of the teaching identity. In this debate, we dialogue with scholars who approach autobiographical narratives and life histories, such as theory and research methodology, as well as researchers who are dedicated to investigate the education of the young child and his / her teachers. It is assumed that the register of the experiences lived in the teaching trajectory with the children and the institution of education provides a critical and reflective view of the knowledge and practices of teachers and enables the construction of a continuous movement of revision and re-dimensioning of the pedagogical practice, which makes it possible to improve and cope better with daily events, taking into account a child's education based on respect for children's prior knowledge, their family context and their culture, which broadens their personal and collective experiences. In order to carry out the study, we support authors such as Souza (2007), Kramer (2006), Arroyo (1994), Pinto (2010) and Oliveira (2011) as well as official documents concerning Early Childhood Education. It is observed that field registration is not a common practice in the pedagogical context, which is due, among other aspects, to the absence of a record culture present in teacher training courses in Brazil.