Resumo

OLIVEIRA, Sandra de  e  FABRIS, Elí Henn. Practices of initiation to teaching: the field diary as an instrument to think about the formation of teachers. Rev. Diálogo Educ. [online]. 2017, vol.17, n.52, pp.639-660.  Epub 02-Mar-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.052.ao06.

The article is the result of a segment of the doctoral research (OLIVEIRA, 2015) defended in early 2015 in join with a research (FABRIS, 2013-2016) carried out in a postgraduate program in Education in Brazil. The study seeks to show some elements that comprise the practices of initiation to teaching based on the use of a field diary by a group of Pedagogy licensed linked to the first Brazilian program of initiation to teaching (Pibid). The exercise was made up of a set of materials, produced through a semistructured questionnaire, in addition to the field diaries written by the subjects under analysis, supported in the theoretical fields of both Studies in Teaching and Foucaultian Studies, as well as making use of the theoretical-methodological tool of subjectivity as an analytical operator. The results indicate that the field diary is a powerful tool for the teacher training. By means of a formation, based on the threads of knowledge, power, and ethics, such instrument becomes a productive human technology of specific and contingent forms of teaching subjectivities.

Palavras-chave : Field diary; Teacher training; Subjectivities.

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