Narratives of a professor and her relationship with the students: learning, knowledge and education

• Autor(a) principal: Fernandes, Aleksandra Nogueira de Oliveira
• Data de Publicação: 2018
• Outros Autores: Aguiar, Ana Lúcia Oliveira, Fernandes, Stenio de Brito
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Ciência e Cultura
• Texto Completo: https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4083
• topic: Narratives; Education; Tertiary Level; Student-professor Relationship.; Educação; Ciências Humanas; Narrativas; Formação; Ensino Superior; Relação Professor-aluno.

This study is part of a master’s dissertation and was constructed through the discussions about (auto) biography and teacher’s education, that took place at the Education Post-Graduation Program of the State University of Rio Grande do Norte (UERN), inserted in the area of study named Formative Processes in Local Contexts. It is related to the line of research entitled Human Development and Teacher’s Professional Development. The title of the dissertation was “Personal and professional new dimensions of the pedagogical practice in university teaching: (auto) biographic narratives”. Our aim was to analyze how the (auto) biographic narratives of a professor change the professor-student relationship. Our theoretical background was based on works of many authors, being Josso (2010), Passeggi (2008), Finger and Nóvoa (2010), Zabalza (2004), Pimenta and Anastasiou (2010), Morales (2001) and Freire (1996) some of the most important ones. This is a qualitative research, developed through the (auto) biographic method, by using the professor’s classroom diary as an instrument. According to Zabalza (2004), in order to narrates one’s experiences, the diary can be used. This is a document in which teachers write down their impressions about what is happening in their classes. We analyzed, specifically, the classroom diary of a course called Supervised Practice I, taught in the 5th semester of the Pedagogy undergraduate course, at the State University of Rio Grande do Norte (UERN), from 2010 to 2014. The findings led us to consider that this study contributed to our (auto) education as teachers, allowing us to reflect and analyze the relationship with the students, since the memories evoked through the classroom diaries are an excellent resource to rethink the teacher’s practice.