Abstract

SARMENTO, Teresa; MARTINS, Rosana Maria; ROCHA, Simone Albuquerque  and  LEAL DA COSTA, Conceição. Experience and identities in (re)construction. Rev.hist.educ.latinoam. [online]. 2020, vol.22, n.35, pp.209-227. ISSN 0122-7238.  https://doi.org/10.19053/01227238.11928.

The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional changes, agreements, and the personal and professional experiences of each teacher. Originality: among the four dimensions that the project addresses (teaching development, experience, interactions and inclusion into organizations), we selected the approach of experience, focusing on the joint of knowledge of practice and professional identity. The method: The narrative research has researchers from the universities of Minho-Pt, Évora-Pt and UFR / UFMT / Br. As strategy, we opted to constitute the research corpus with narratives from three teachers of children. One from Brazil and two from Portugal, with 20 to 30 years of teaching practice. The question is, what are the most significant learnings identified by teachers? How is experience constituted as professional development? What experiences with children do teachers report as the most significant? To conclude , research shows that interac-5 Leas das Graças Camargo Anastasiou, “Trilhas para análise da formação docente, inicial e continuada”, en Desafios e trajetórias para o desenvolvimento profissional docente, eds. Marielda Ferreira Pryjma (Curitiba: Ed. UTFR, 2013), 11. 6 Evandro Ghedin, Maria Isabel de Almeida; Yoshie Ussami Ferrari, “Formação de professores”. Caminhos e descaminhos da prática. (Brasília: Líber Livro, 2008), 32. tions with children, professional peers, and communities are the main pillar for the (re) construction of professional identities.

Keywords : Biographical narratives; teaching development; teaching experience; professional identity; educational interactions..

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )