Resumo

SILVA, Márcia Tostes Costa da; MIZUKAMI, Maria da Graça Nicoletti  e  ANDRADE, Maria de Fátima Ramos de. TEACHER PROFESSIONAL DEVELOPMENT VIA NARRATIVE MAPS IN THE CONTEXT OF THE EDUCATING CITY. Eccos Rev. Cient. [online]. 2022, n.61, e21843.  Epub 09-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n61.21843.

The present study is part of the scope of research that addresses the professional development of teachers, having as one of its axes the permanent training gestational and fed in contexts of the educational city. This is a part of a larger research entitled - Dealing with new spaces: children and adolescents in the appropriation of the architectural complex of CEU Butantã (São Paulo), carried out in the period 2019-2020, by the components of the Group of Studies and Research in Social Pedagogy (GEPESP) together with the teachers of the Unified Educational Center Professor Elizabeth Gaspar Tunala (CEU-Butantã). In this article we aimed to investigate how teachers immersed in the context of the educating city used the methodology of narrative maps to know their children and to enhance their pedagogical work. The theoretical framework was mainly based on the studies and researchof Paulo Freire, Moacir Gadotti, Oliveira-Formosinho and Wiliam Corsaro. It was found that the fact that the CEU Butantã defined itself as the scenario of the educating city, with the primacy of sharing, with the appropriation of the school by its community, with the valorization of the human, with the exchanges of knowledge between the people who inhabit this space, with the incentive to research, discovery and learning, gathered the favorable conditions to fertilize and flourish assertive methodologies, in particular, narrative maps, so important for the training of their teachers.

Palavras-chave : CEU Butantã; educational city; teacher professional development; narrative maps..

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