The contributions of Alice’s participation in the Veredas Tutorial System in the formation of her teaching identity - DOI: 10.4025/actascihumansoc.v31i2.5673

• Autor(a) principal: Modolo, Soelene de Fátima Brovoski
• Data de Publicação: 2009
• Outros Autores: Braúna, Rita de Cássia Alcântara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
• DOI: 10.4025/actascihumansoc.v31i2.5673
• Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/5673
• topic: teacher formation; teacher identity; teacher knowledge; pedagogical practice; narrative; formação de professores; identidade docente; saberes docentes; prática pedagógica; narrativa

This study is a narrative inquiry, in which the purpose was to analyze the contributions of the participation in the Veredas Tutorial System in the re-signification process of the professional identity of the tutorial teachers and on pedagogical practice, as well as analyze their perception on their initial training. We based our argument on the narrative of four tutorial teachers with teaching degrees in specific areas of knowledge. In this article, however, we present Alice’s experience. We used the interview to collect data, and the narrative to analyze it. It was possible to notice an overlapping of the scientific and pedagogical formation in Alice’s graduation. She shows it is necessary to reevaluate the way pedagogical subjects are dealt in Education departments and the duration and guidance of internships, and points out the need for student personal formation. The contributions in the re-signification process of the professional identity were significant: intense participation in the activities; reflection during the process; new knowledge development – scientific, pedagogical, curricular and experiential; changes in pedagogical practice – how to deal with classroom work; relationship with students; education view, pedagogical practice and world enlargement.