Resumo

REISDOEFER, Deise Nivia  e  LIMA, Valderez Marina do Rosário. Narrative research as a methodological possibility for teacher education. Rev. Diálogo Educ. [online]. 2021, vol.21, n.69, pp.795-820.  Epub 11-Jun-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.069.ao01.

The main theme of the study is the discussion on narrative research, a methodological approach suitable to produce knowledge in the context of teacher education. The main objective is to present in detail the outline of the narrative research, including the data collection model and its organization, followed by interpretation and analysis. Based especially on Clandinin and Connelly (1995, 2015) and authors like as Botía (2002), Josso (2004), Creswell (2014), Delory-Momberger (2014), Frison and Basso (2016) and Moraes (2018), the paper presents the ways of constructing field texts and their transposition into research texts. The elaboration of fieldnotes presents an interpretative character and comprises the gathering of information and interviews and their interpretation. The research texts result from the interpretation and analysis of the fieldnotes, to which the researcher's experience and the theory suited to the research theme are interwoven. Elements of a theoretical-methodological nature, which constitute beacons for narrative investigations such as reading, writing, analysis and interpretation are explained. These elements allow movement in four directions: both forward (prospectively) and backward (retrospectively), and also inward (introspectively) and outward (extrospectively). The theory discussed and the examples presented open possibilities for new forms of elaboration of field and research texts to be organized in investigations of this nature, especially in the educational area and teacher training.

Palavras-chave : Narrative research; Interpretation; Analysis.

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