EXPERIÊNCIA E NARRATIVA COMO ABORDAGEM EPISTEMOLÓGICA NA COMPREENSÃO DO DESENVOLVIMENTO PROFISSIONAL DOCENTE: ALGUMAS APROXIMAÇÕES
EXPERIÊNCIA E NARRATIVA COMO ABORDAGEM EPISTEMOLÓGICA NA COMPREENSÃO DO DESENVOLVIMENTO PROFISSIONAL DOCENTE: ALGUMAS APROXIMAÇÕES
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DOI: https://doi.org/10.22533/at.ed.43724150414
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Palavras-chave: Narrativa. Formação Docente. Desenvolvimento Profissional
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Keywords: Narrative. Teacher Training. Professional development
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Abstract: In this text I seek to present aspects about the process of professional identity construction and teaching professional development based on epistemology in narrative experience. I seek to reflect on the relevance of the approach to experience and narrative, they are powerful in understanding identity processes, seen as a constant process, which interrelates issues of a personal nature (life context) and professional issues of teachers. I present some reflections based on the articulation between Alfred Schutz's Phenomenology of the sociological aspect, Berger and Luckmann's Sociology of Everyday Life, Claude Dubar, theory of professional socialization, Jonh Dewey experience and the narrative method, understood as a phenomenon and method proposed by Clandinin and Connelly. The established theoretical approaches signal the potential of the approach to experience and narratives as a possibility of understanding the process of constitution of teaching identity based on professional development, as a dynamic, complex and continuous process.
- Everton Rossi
- Filomena Maria de Arruda Monteiro
- Silvana Alencar Silva