Resumo

GERONASSO, Jociane Emídia Silva; ENS, Romilda Teodora  e  TRINDADE, Rui. Pedagogical practice investigation: continuing formation in the narratives and representations of education professionals. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1118-1143.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds08.

The article aims to analyze the representations by the narratives of education professionals from the Municipal Education Network of Araucária, presented in experience reports and articles published in the 2017 Pedagogical Notebook, since this document compiles the final works of the education professionals’ formation process in the municipality. In the first part, we bring a reflection on the Pedagogical Practice Investigation process: continuing education program of the Municipal Secretariat, from the description of the course offered to the education professionals of the municipality, taking the formation process as one of the “social constants”. In the second one, we trace the researchpaths, which was carried out using the state of the art type, for then, based on the theoretical contribution of the Social Representations Theory, from Moscovici (2003), Jodelet (2001, 2005, 2007) and their analysis, to examine the narratives through the relationship, supported by Jovchelovitch (2012), Teibel and Andrade (2017), in order to interpret the narratives and representations of the 321 education professionals participating in the continuing formation course on intervention in practice that produced 61 articles and 63 experience reports published in the mentioned notebook.From the analysis, we infer that this type of formation has great potential to transform the reality in which teachers work by establishing in the space / time of this formation an investigative, reflective and interpretive process on their pedagogical practices.

Palavras-chave : Pedagogical Practice Investigation; Continuing Formation; Narratives and Social Representations.

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