NARRATIVES AND REFLECTIVE PRACTICES: CROSSINGS IN TEACHER GRADUATION

• Autor(a) principal: Vasconcellos, Vera Maria Ramos de
• Data de Publicação: 2022
• Outros Autores: Gomes, Antonia Simone Coelho, Gil, Marcia de Oliveira Gomes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Sociais e Humanas
• Texto Completo: http://periodicos.ufsm.br/sociaisehumanas/article/view/64255
• topic: Narrativas; Práticas Reflexivas; Formação de Professores; Educação Infantil; Narratives; Reflective Practices; Teacher Graduation; Early Childhood Education

The purpose is to present a work methodology focused on the teacher graduation process, with the principle of exchanging experiences and narratives among groups of students already teachers, ex-normalists and novices (naïve). All of them are students at the college of Education, within a discipline entitled Research and Pedagogical Practice, conducted in four consecutive semesters in two periods (2012 - 2014; 2016 -2018). A reflective contribution of educational practices was sought, with students at different times of training. The creation of a space for interlocution and continued reflection was the main methodological tool used as an element of socialization, elaboration and reframing of practical knowledge. The processes inherent to the actions and knowledge that constitute the daily practices of Early Childhood Education and the experiences of teacher graduation were the focus of the discipline (theory-practice) and the teaching-research relationship. The proposal for small group discussions, the narrative space, and the creation of bonds appear as powerful elements in the graduation process, indicating significant subjective changes in the personal and professional trajectory of the students / teachers. The research-action-training modality (SUÁREZ, 2008) was more democratic as it was configured in a process of co-construction of knowledge.