Resumo

FERNANDEZ, Julio Hizmeri et al. Pedagogical experiences and knowledge of teachers at the beginning of the educational profession: a narrative inquiry. Rev. Bras. Educ. [online]. 2020, vol.25, e250053.  Epub 26-Nov-2020. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782020250053.

This article explored experiences, tensions, and knowledge of five teachers at the beginning of the educational profession to interrogate, through the methodology of narrative inquiry, the meaning of experiences and construction of knowledge, from the understanding that teacher training does not end at university. Furthermore, it is also considered that teachers live a period of experimentation marked by tensions with the educational reality that pushes them to the search for their own way of being a teacher. The results show vicissitudes experienced around the relationship with the other (the student) and with knowledge (the content), where the educational relation (relationship of alterity between teacher, student, and knowledge) appears as an essential topic, widening the epistemic complexity of the pedagogical knowledge, highlighting the limits of the traditional academic training and restoring the lived experience as a privileged place in the construction of professional knowledge.

Palavras-chave : pedagogical knowledge; experience; beginning teachers; narrative inquiry.

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