The marks of science classes in the memory of pedagogy students

• Autor(a) principal: Almeida, Sheila Alves
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/16450
• topic: Educação; Narrativas; Aulas de Ciências; Pedagogia; Formação de Professores; Narratives; Science Classes; Pedagogy; Teacher training

In this study, we sought narratives as an educational tool for research. We analyzed the memories in written texts of Pedagogy students. Based on this perspective, which takes language as a cultural tool used to exchange experiences, the stories of the pedagogy students will identify what happened and touched the students in science classes throughout their journey as students. It is not just about identifying in this work what was remembered or forgotten. But trying to understand in the thread that leads and brings back the speech what certain elements of the classes that are remembered tell us and those others that were “forgotten”. The categories that served to analyze the written narratives of the Pedagogy students were the chronotope of the encounter, the adventure and the metamorphos. The narratives lead to the understanding of different meanings of science classes. The narratives lead to an understanding of the meanings that science classes are shaping for them in terms of their task of teaching and to an understanding of how and why some pedagogical practices persist over time.