Compartilhar histórias: cadernos de professores em formação

The purpose of this paper is to examine the practice of writing in the education of teachers in formation, specifically in the full degree of the Pedagogy course of a public university in the State of São Paulo/Brazil, in the context of a discipline that aims the organization of pedagogical work sta...

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Autor principal:	Laura Noemi CHALUH
Formato:	article
Lenguaje:	ES
Publicado:	Universidad de Murcia 2019
Materias:	teacher training writing narrative pedagogical knowledge Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/98557397b55840e99c490c7c13cb3244
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spelling	oai:doaj.org-article:98557397b55840e99c490c7c13cb32442021-11-11T15:01:01ZCompartilhar histórias: cadernos de professores em formação0213-86462530-3791https://doaj.org/article/98557397b55840e99c490c7c13cb32442019-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=27466132003https://doaj.org/toc/0213-8646https://doaj.org/toc/2530-3791The purpose of this paper is to examine the practice of writing in the education of teachers in formation, specifically in the full degree of the Pedagogy course of a public university in the State of São Paulo/Brazil, in the context of a discipline that aims the organization of pedagogical work starting from different languages and based on a conception of formation that values the professional and personal dimension. It is a fragment of a larger research that, from a narrative research perspective, considers as object of study my own formative practices in the referred university. In this paper, I focus on the “shared notebook” that is the material produced by a student and it was chosen because it welcome the alternation in the production of the records. Records that bore thoughts and feelings that were aroused in the encounters and that were systematized with words, drawings and other forms of expression. Inspired by the indicative paradigm of Ginzburg (1989), I searched for details in my own memories in the student’s shared notebook, reading her records, mine, and those of other colleagues in the group. In this movement of searching for details, I sought a possible configuration of a story that, when unveiled in the deepening of the narrative, explicit some pedagogical knowledge. This work contributes to broaden the understanding the meaning of thinking Education in a narrative way.Laura Noemi CHALUHUniversidad de Murcia articleteacher trainingwritingnarrativepedagogical knowledgeEducationLEducation (General)L7-991ES Revista Interuniversitaria de Formación del Profesorado, Vol 33, Iss 3, Pp 47-68 (2019)
institution	DOAJ
collection	DOAJ
language	ES
topic	teacher training writing narrative pedagogical knowledge Education L Education (General) L7-991
spellingShingle	teacher training writing narrative pedagogical knowledge Education L Education (General) L7-991 Laura Noemi CHALUH Compartilhar histórias: cadernos de professores em formação
description	The purpose of this paper is to examine the practice of writing in the education of teachers in formation, specifically in the full degree of the Pedagogy course of a public university in the State of São Paulo/Brazil, in the context of a discipline that aims the organization of pedagogical work starting from different languages and based on a conception of formation that values the professional and personal dimension. It is a fragment of a larger research that, from a narrative research perspective, considers as object of study my own formative practices in the referred university. In this paper, I focus on the “shared notebook” that is the material produced by a student and it was chosen because it welcome the alternation in the production of the records. Records that bore thoughts and feelings that were aroused in the encounters and that were systematized with words, drawings and other forms of expression. Inspired by the indicative paradigm of Ginzburg (1989), I searched for details in my own memories in the student’s shared notebook, reading her records, mine, and those of other colleagues in the group. In this movement of searching for details, I sought a possible configuration of a story that, when unveiled in the deepening of the narrative, explicit some pedagogical knowledge. This work contributes to broaden the understanding the meaning of thinking Education in a narrative way.
format	article
author	Laura Noemi CHALUH
author_facet	Laura Noemi CHALUH
author_sort	Laura Noemi CHALUH
title	Compartilhar histórias: cadernos de professores em formação
title_short	Compartilhar histórias: cadernos de professores em formação
title_full	Compartilhar histórias: cadernos de professores em formação
title_fullStr	Compartilhar histórias: cadernos de professores em formação
title_full_unstemmed	Compartilhar histórias: cadernos de professores em formação
title_sort	compartilhar histórias: cadernos de professores em formação
publisher	Universidad de Murcia
publishDate	2019
url	https://doaj.org/article/98557397b55840e99c490c7c13cb3244
work_keys_str_mv	AT lauranoemichaluh compartilharhistoriascadernosdeprofessoresemformacao
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Compartilhar histórias: cadernos de professores em formação

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