Aprendendo a ensinar : as narrativas autobiográficas no processo de vir a ser professora
Abstract
The current research lies in the discussions about teacher training in collaborative
context which involves online learning communities, specifically in the constitution of
the teaching identity of future teachers in the early years and the teaching insertion in
the first year of professional career. For its development, it started with production
readings which advocate that training must contemplate, through the lived and
narrated experiences, situations of reflection and questioning the historical, social
and political contexts in which they were and are forming teachers, providing
discussions of certain practices and projecting to others, in an interwoven process of
the histories, knowledge, processes and rituals. Among several education training
courses that propose to support the professional development of primary school
teachers, at different phases of their lecturer career, with the auxiliary of experienced
professionals from public schools and university, lies in the Teacher Gateway of the
Federal University of São Carlos (UFSCar), the online extension course - 2013 which
is linked to this doctoral thesis. The course-titled "Narratives of Education in
Mathematics and Portuguese Language - 2013" and it was developed in an online
learning community, via the internet. The purpose of the course privileged
collaboration among peers, questioning, reflection, research, educational planning
and collaboration through narratives about the own process of the undergraduates
training in Pedagogy, focused on meaningful experiences of schooling, training,
especially with the Portuguese Language and Mathematics disciplines. Participants
selected for the course are undergraduating women in the last year of Pedagogy and
teachers up to three years teaching experience. It consists itself in a study centered
on the investigations about the self-written - with the narratives of education and
professional narratives - , as a practice teacher training. This is the research scene
which seeks to understand how the undergraduate women, still in beginning
education, signaling in their autobiographical narratives, the evidence of the
constitution of the teaching identity and its unfoldments in professional practice that
begins, especially the learning built in an online learning community. The
interpretative-comprehensive analysis of education narratives, aim at that learning in
an online learning community were significant, give place to new experiences that
emerge in the own live, doing and experiment. The results indicate that the online
extension course - 2013 led collaborative moments set out in online forums;
construction of knowledge about teaching and being a teacher as fundamental
attitudes of the educational process; deepening of the reflection process on their own
stories; practice records on experiences; sharing with peers pedagogical practices
developed at school. These and other learnings enabled the constuction of the
artifact of scholarship. The study of autobiographical narratives produced and
discussed in an online learning community, showed how this process contribuites to
the constituition of the teaching professional identity and professional development
that reveal themselves in constant tension on a continuum.