Abstract

FRANCA, Cyntia Simioni; CUNHA, Nara Rubia Carvalho  and  PRADO, Guilherme do Val Toledo. REFRAME TEACHER TRAINING IN RELATION TO LIVED EXPERIENCES. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2020, vol.29, n.57, pp.219-234.  Epub Dec 16, 2020. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v29.n57.p219-234.

The text presents two studies developed at the doctoral, studying the relationship between the production of historical-educational knowledge and lived experiences, which became research-action training, composed of teachers from Basic Education at public schools in the cities of Londrina (PR) and Ouro Preto (MG). In this country, since 1990, in relation to the world, a teacher education based on the urgency of capitalism and utilitarian models has prevailed. We problematize models that devalue plural knowledge and do not recognize teachers as producers of knowledge. Seeking to resist the advance of late modernity, we seek to construct with the teachers formative projects dissonant from the prevailing capital logic. We invested in a methodology composed of reflexive movements dynamized by practices of collective remuneration, production and sharing of biographical and intersubjective narratives.

Keywords : Teacher education; Production of historical and educational knowledge; Memories.

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