Abstract

ANDRADE, Daniela B. S. Freire  and  COSTA, Ângela Cristina Lisboa. Teacher Education as an environment of thinking: the representative project and narrative processes. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.962-988.  Epub Oct 01, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds02.

The present work proposes a psychosocial analysis of the educational process of Early Childhood Education professionals guided by the theory of social representations. The articulations between social representations and narrative processes are privileged, assuming that the narrative acts both as a socio-cognitive construction of reality and as a paradigmatic quality of space. The narrative contributes to the constitution of an environment of thinking within which new representational contents are shared and it describes a certain representational project. Notions such as contractual obligations, interpersonal trust and epistemic trust are analyzed as factors that contribute to the recognition of the legitimacy of the authorial processes of the participants involved and of their configuration as a permanent forum for learning and professional and personal development. It sets the analyzes about the case of the Cribiás, crianças sabidas about its assumption: Early Childhood Education as a narrative space. Observations and interviews were conducted with a group of 32 professionals whose data analysis generated nuclei of meanings and interpretive axes. The results reveal that the formative process potentiated the tension of the representational field and the sharing of new meanings about the teaching practice in Early Childhood Education. The representational project inscribed in the shared narratives acted on the imminence of collectively constructed knowledge.

Keywords : Social Representations; Narrative; Teacher Education.

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