Resumo

CAMARGO, Maria Rosa Rodrigues Martins de  e  CHALUH, Laura Noemi. Writing during inicial teacher training. Educ. Puc. [online]. 2014, vol.19, n.2, pp.165-173. ISSN 1519-3993.  https://doi.org/10.1590/edpuc19n201409.

In this study we discuss a practice established with our students, future teachers: writing about events experienced in the classroom. The writing themes we proposed may diverge and they do not necessarily follow the same direction; what unifies them is the belief on the potential of writing as a learning process. The intention was to use individual notebooks, collective notebooks or a final report as a place for dialogue (with oneself, with what was experienced, with the other). Writing is simultaneously the object and practice of the academic process. These writing practices represent a fertile field for dialogue: who says what, to whom, how, what it inspires in us, and how is it related to each other? The study on the writing of university students may contribute to the field of autobiographical research, since writing is the source of study as it provides support and evidence for research.

Palavras-chave : Writing; Initial Education; Dialogue.

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