Marcas do saber em narrativas autobiográficas de professoras em formação

Abstract

The research deals with the discussion around autobiographical narratives, problematized through the marks of knowledge present in reports of teachers, when they write about their life trajectory, of schooling and formation, as well as about their experience as a teacher. The research aims to understand the marks of knowledge in autobiographical narratives of teachers in formation, trying to understand the personal and professional dimensions present in their stories; I also seek to identify knowledge and to understand if it is possible to construct them in their pedagogical practice and also to understand if there is a formative potential in the autobiographical narratives of these teachers. The research was done with three teachers in formation, of the Pedagogy course of the Pio Tenth College, in Canindé do São Francisco, located in the sertão of Sergipe. Of qualitative nature and experiential approach, the research is supported in the Biographical Method, whose object of study is the individual in its singularity. As methodological techniques, I used written narratives produced by the teachers, narrative interview and research journal, with emphasis on narrative interview, production device and data analysis, idealized by Fritz Schütze (2011). I took the categories presented by Tardif (2014) as categories for the analysis of the interviewees 'speeches, which affirm that the teachers' knowledge is: a) temporal; b) plural and heterogeneous; c) customized and located; d) carry the marks of the human as object of work. As a theoretical contribution, he brought to the discussion the studies of Souza (2007, 2008, 2011) on autobiographical narratives and life stories; Tardif (2000, 2014) on teacher knowledge; Josso (2004), on the relationship experiences and training; Nóvoa (1995), on the teaching profession, among others. The results show that the narratives produced by the teachers in formation are permeated by knowledge derived from their life trajectories, schooling and training. They show that personal and professional knowledge are identified in pedagogical practice and that experiential knowledge is built in the teaching profession.