Resumo

CAMPOS, Vanessa Therezinha Bueno  e  SILVA, Fernanda Duarte A.. TEACHING (TRANS) FORMATION: CONTRIBUTIONS OF LIFE EXPERIENCES TO INITIAL TEACHER TRAINING. ETD - Educ. Temat. Digit. [online]. 2019, vol.21, n.1, pp.242-258.  Epub 24-Out-2018. ISSN 1676-2592.  https://doi.org/10.20396/etd.v21i1.8650510.

This experience report in General Didactics, offered to undergraduate courses at Universidade Federal de Uberlândia, aims to understand the universe of the initial teacher training process from self-training. The proposal of the Teaching Project is presented at the beginning of the semester as a reflective instrument, aiming at the assumption of the teaching profession. In the first moments, we find that the elaboration of this document provokes resistance; however, once the initial difficulties have been overcome, the diving for self-seeking is inevitable - students discover that the sense of learning is in their own lives. Although the development proposal of the Teaching Project is common to different classes and in various semesters, the production of each of them presents unique results. The emphasis is on the recognition both of the formal knowledge external to the individuals and subjective/non-formalized knowledge that people carry with them, which are woven into their life experiences, according to different sociocultural contexts. We argue that the (auto)biographical narratives, throughout the teacher training process, provide valuable elements for the self-reflection of students and teachers, as well as making possible the problematizing intervention of the trainer on conceptions, beliefs and knowledge of graders in relation to the teaching when promote their (trans)formation.

Palavras-chave : Teaching; Teacher training; Education.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )