Novela de formação docente: saberes da experiência de um professor em construção

• Autor(a) principal: Lima, Jonathan Alves de
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• dARK ID: ark:/83112/001300000fvj5
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/68734
• topic: Narrativa autobiográfica; Experiências; Formação docente

The text brings the writing of my trajectory of initial teacher training from the experiences in the perspective of Jorge Larrosa, lived during graduation, reporting and discussing the professional choice, the identification as a student of a degree course, the re-encounter with learning and the encounter with teaching knowledge. And so, I intend to open up to the unknown by analyzing my academic experiences in a reflective and transformative way for the construction of my own teaching training. The research is a qualitative approach, in which the data source was made through observations, interviews and logbooks with notes based on the experiences lived in the pedagogical disciplines, in the monitoring of Histology, in the Institutional Scholarship Program for Teaching Initiation (PIBID) and in the Residency Program (PRP) during my undergraduate course. In this sense, the textualization of the experiences is divided into chapters, where scenes containing dialogues between the characters of the chapter are described, including myself in a formation novel. By narrating the paths taken and the experiences lived in my self-education process, I was led to a deeper critical reflection on my initial teacher education. Thus, from this research approach, I hope to contribute to the re-signification of the learning processes of becoming a teacher in the construction of their identity and teaching knowledge. Therefore, this work made me reflect on the context of my training as a future teacher, bringing the experiences I had within studies and programs that deal with teacher training in order to be able to analyze and critically reflect on relevant aspects that may be implicit and, in some way, interfere with teaching knowledge.