WRITTEN NARRATIVES: WHAT PEDAGOGY TRAINERS 'NARRATE ABOUT THEIR LEARNING ABOUT CHILDHOODS DURING GRADUATION

Authors

  • Samantha Dias de Lima Programa de Pós Graduação em Educação Unisinos

DOI:

https://doi.org/10.17058/rea.v25i3.9728

Keywords:

Written narratives, Teacher training, Pedagogy, Childhood.

Abstract

The present article brings theoretical and analytical reflections about the methodology of written narratives as a potent resource in teacher research / training, being at the same time an investigative and formative resource. The narratives were developed during a doctoral research that investigated how the initial formation for the educator that will work in the Child Education and what learning the Pedagogy makes possible for this teaching. The study was completed (2015) and had nine scholars from the last semester of the Pedagogy course of an education institute of the Metropolitan Region of Porto Alegre (RS/Brazil) that narrated their learning about childhood throughout the initial formation. The research pointed to an invisibility about an extended understanding of childhood (considering a childhood sociological), corroborating the use the methodology of written narratives in education research.

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Author Biography

Samantha Dias de Lima, Programa de Pós Graduação em Educação Unisinos

Pós-Doc do Programa de Pós Graduação em Educação Unisinos, Doutora pela Universidade Federal do Rio Grande do Sul, Mestre em Educação e Pedagoga pela Universidade do Vale do Rio dos Sinos. Atualmente é coordenadora do curso de Pedagogia do Instituto Superior de Educação Equipe.

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Published

2017-09-09

How to Cite

Lima, S. D. de. (2017). WRITTEN NARRATIVES: WHAT PEDAGOGY TRAINERS ’NARRATE ABOUT THEIR LEARNING ABOUT CHILDHOODS DURING GRADUATION. Reflexão E Ação, 25(3), 237-255. https://doi.org/10.17058/rea.v25i3.9728

Issue

Vol. 25 No. 3 (2017): Dossiê: Pesquisas em Educação: perspectivas teórico-metodológicas

Section

Pesquisas em Educação: perspectivas teórico-metodológicas

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