O conhecimento de si: narrativas do itinerário escolar e formação de professores. / O conhecimento de si: narrativas do itinerário escolar e formação de professores.

AUTOR(ES)

Elizeu Clementino de Souza

DATA DE PUBLICAÇÃO

2004

RESUMO

The thesis analyses the implications and the fertility of the narartives of formation and itheir relation with the supervisionated trainmament, based on expoeriences developed in a initial formation project of teachers in the space of the Education Department - Campus I - of the State University of Bahia, during the period of March 2001 to March 2002. The actresses of the project are ten students from the Pedagogy Course, of the abilitation in Initial Grades of the Fundamental Teaching, based on written works done by the students that reveal the schooling trajectory in the sense of assimilating the self knowledgement based on the teaching learning experience. The relevance of this research is in a wide investigation-formation moviment which has been adopted the biographical approach as a epistemologic perspective based on the subjects learning from their own experiences understood in this context of the research as an auto-biography of the schooling itinerary in the field of an investigation-formation exepriencial project. The first idea of this project consist on analysing and undestanding the implications of the narratives in the formation and selfformation process. I intend to summarize the construction routes of the work in the contextof the supervised stage and the procedures used to analyse the corpus - narratives- in the investigation - formation project. Referring to the sources of interpretative analysis I used the methaphoric idea of the three times reading:crossed reading, thematic reading and interpretative - comprehensive reading of the corpus, in order to consider the time to remind, to tell and think about what is lived, maintaining the constant reciprocity and dialogicity The thesis concludes that the fecundity of the formation epistemology and the trainment as initiation reveal based on the experiencial approach devises and pedagogic rituals related to identities and subjectitvities of life histories in the process of initial formation when it allows teachers in their formation through their experiences and remembrance - references of the schooling trajectory to establish other senses to the school work and to build better potentialization concerning their practice.

ASSUNTO(S)

initial teacher formation estágio supervisionado auto-biographical approach abordagem autobiográfica supervisionated trainmament educacao formation narratives narrativas de formação formação inicial de professores

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