A narrativa e a formação de professores

Abstract

This paper aims to discuss the biographical approach in the context of research that has teacher education as its central axis. This is a theoretical study that aims to broaden the debate and promote a deepening of the assumptions that underlie narrative research in education. Studies indicate that the narrative is a way of characterizing the phenomena of human experience and its use is appropriate in many fields of social sciences, once they focus on humans, their interpersonal relationships with their environments and are based on the study about the experiment. This would be the starting point and key term for the process of reflection, because the experience is made up of stories experienced by people, these stories told or narrated therefore constitute the basics of the study of the experience. In this sense, the narrative is both phenomenon and method, which contributes immensely to the research in the complex field of teacher education, because it points to the redirection of what is meant by teacher training. The research perspective focused on the biographical and experiential approach allows us to understand teacher training from a dimension that is different from that of technical rationality. The understanding of personal implications and brands built in the personal trajectory is presented as an empowering tool for exercising training and research , as it allows the subject to understand him/herself as the author of his/her own training path.