Cartas ao mar... De experiências que nos habitam: Narrativas de formação docente

Abstract

This work intends, through a partial report of its development and results, to discuss and analyze the importance of teaching training narratives in the scope of educational research. In this perspective, the research reported here was carried out at a public school in DF, Brasília, which attends the elementary school segment from the first to the fifth year and sought to identify and analyze conceptions of primary school teachers about their own experiences of reading throughout their school trajectory, as well as to understand the existence or not of a dialogue of these teachers’ personal experiences and their present pedagogical practices in the teaching of reading. In this direction , a research focus was used based on narratives of the teachers’ formation and their written experiences through themes and proposals related to the objectives of the research. One of these proposals was a request to the teachers to write a letter to teachers who have been in some way remarkable about the teaching and learning of reading. In this perspective, to amplify this discussion we will bring Benjamin’s contribution, which will deepen the relations between experience and narrative, and Vygotsy’s and Bakhtin’s, whose work understands language as organizer of thought, planner of action, allowing a distancing of immediate events and our own life. The fact that teachers have privileged situations not directly related to the teaching and learning processes of reading, but to aspects of the teacher and student relationship may indicate that for these teachers, these relationships seem to have a greater weight in their training trajectories.