Abstract

PETRUCCI-ROSA, Maria Inês. Curricular Practices in Professional Formation: a singular understanding of narratives as a form of transgression. Linhas Críticas [online]. 2017, vol.23, n.52, pp.560-577. ISSN 1981-0431.  https://doi.org/10.2017/lcv23n52.560.

The present article presents a theoretical-methodological approach based on narratives as a method. They focus curricular practices understood as a form of transgression, as they portray experiences of those who in the loopholes of their memories re-signify images of different times and places. The narrative is closely related to the act of remembering, the possibility of re-signification of the experience itself through the memories full of meanings, feelings and dreams. The Benjaminian narrator brings with it the characteristic of knowing to advise, which makes the lived experience meaningful, this counselling is understood less as a way of knowing how to answer questions, but in giving suggestions. The monads, a notion by Benjamin, are fragments of stories that together narrate the conjuncture of times and places. Teachers are being heard to deepen their experiences in the production of curricula in school spaces. As a conclusion, the article presents the possibility of understanding narratives as an expression of transgressive curricular practices that reinvent school everyday life.

Keywords : Curricular Practices; Narrative; Transgression.

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