NARRATIVAS DIGITAIS APLICADA À EDUCAÇÃO

O QUE HÁ NA LITERATURA

Abstract

This study investigates the use of digital storytelling as a tool to explore the career choice trajectories of educators with a background in pedagogy, aiming to provide insights for improving pedagogical practices and continuous professional development. Through an exploratory qualitative approach, 20 educators shared their life and career stories through narrative videos, allowing for a thematic analysis that identified recurring patterns and significant influences, such as inspiring mentors, transformative educational experiences, and the desire to contribute to human and social development. The research conducted an integrative literature review using the PRISMA methodology, covering studies available in SciELO, CAPES Journals, and ERIC databases, with descriptors such as “digital storytelling,” “education,” and “school,” focusing on open access publications and peer-reviewed journals in English. A total of 90 articles were found, of which 8 were selected for qualitative analysis. The results highlight the richness of educators' lived experiences and how these shape their choices and pedagogical practices, emphasizing the importance of initial training, continuous development, and the impact of educational policies and working conditions on their professional journeys. Thus, this study not only provides an understanding of the dynamics guiding educators' trajectories but also proposes that digital storytelling be seen as a powerful tool for reflection and innovation, promoting more conscious and collaborative pedagogical practices.