Narrativas de aprendizagens no processo formativo de licenciados do Curso de Pedagogia

Abstract

This study aimed to investigate what the graduates of the Faculty of Education, Federal University of Mato Grosso tell of their learning. It is a qualitative research conducted with three students of Pedagogy UFMT, class 2002 / 1. The main instruments used for data collection were written and oral narratives. The theoretical framework is anchored in the literature: learning of teaching, teacher training, teacher knowledge, and also on the use of narratives as reflective and investigative strategy. Considering the literature used, seek support from various national and international theorists: Cole & Knowles (1994), Garcia (1999), new (1992), Shulman (2004), Mizukami et al. (2002), Miller (2003), Souza (2001, 2002, 2003, 2006, among others. The analysis of the data allows the configuration of two themes: the first axis, called "Diversity in school history: the entry in the school high school, "we consider the narratives written by graduates with aspects of school life, specifically referring to the process of literacy experiences at school; first contact with the school, school function; memories of their teachers / teachers, development of lessons / activities teaching, school discipline, assessment in school life and ultimately, the choice of the teaching profession with its meaning. In the second axis, called "The formation of the upper level and the knowledge / time needed for the construction of teaching," we into account aspects of the construction / reconstruction of teaching learning as identified in the period of training of graduates surveyed. Thus, the results revealed that the construction / reconstruction of the teaching learning of graduates surveyed, configured as a continuous process that accompanies all your personal and professional journey, fraught with experiences in different contexts. also revealed that the learning of teaching was built differently, given the differences in personal and professional stories in training courses and experience in performances during supervised training. Thus, the learning will be triggered by the contribution of the pairs, the specific context, the requirements and need for new knowledge teachers.