Formação docente à luz das narrativas (auto) biográficas

• Ano de defesa: 2019
• Autor(a) principal: Abreu, Roberta da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Formação docente; Narrativas; PIBID; Teacher formation; Narratives; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/13876

The aim of this study is to investigate the reflexive process in the scope of experiences tried out by students of Chemistry Graduation course that take part of PIBID – Institutional Program of Initiation to Teaching Scholarship – UFES Campus Alegre – ES, in the light of (auto)biographical narratives. The (auto)biographical narrative writing procedure makes the participants think their experiences over on the formation process.. For this study, the area analyzed to be observed and have further development of the research was the PIBID from the Chemistry College Degree (UFES Campus Alegre – ES). From the whole individuals selected initially, three research participants were elected for analysis: one (01) scholarship holder, one (01) instructor and one (01) professor. The qualitative methodology begins then having as its research instrument the semi structured narrative interviews by orality and for analysis, the softwares R-studio and Iramuteq were facilitating tools and Content Analysis (BARDIN, 1977), our review reference. The results pointed it is possible to consider that the experiences in practicing and its recalling process by (auto)biographical narratives enable the students to reflect the formation process, resignifying themselves in a way to appropriate this formation in order to become a reflexive teacher.