Resumo

SANTOS, Edileusa de Souza; LIMA, Maria Divina Ferreira  e  SANTOS, Guilherme Mendes Tomaz dos. The construction of knowledge in teacher professional development: narratives of IFPI teachers. Rev. Diálogo Educ. [online]. 2021, vol.21, n.71, pp.1716-1738.  Epub 26-Jan-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.071.ds11.

The present work is part of a research completed in the Master in Education, with the objective to understand how to build the teacher’s knowledge mobilized in teaching practice by the teacher of Professional and Technological Education (EPT) at the Federal Institute of Education, Science and Technology of the Piauí (IFPI). This is a research with a qualitative approach, with the adoption of the autobiographical method, using professional autobiographical narratives as a data production technique. As an empirical field of research, the IFPI was defined, and as participants, professors with bachelor’s degree and technologists. In this perspective, four rounds of conversation and narrative interview were used as data production instruments. The data were processed using the content analysis technique, from the perspective of Bardin (2016), with the technical assistance of the IRAMUTEQ software. The study revealed that the main tool for the construction of teaching knowledge throughout the career of bachelor teachers and technologists at EPT is experience during teaching practice. Teaching knowledge, with the exception of disciplinary knowledge, is constructed throughout the professional development of teaching, starting, initially, from the previous conception of what it means to be a teacher, advancing to learning from teaching practice, as well as through interactions with the most experienced teachers and the contact with students during the educational process.

Palavras-chave : Teaching knowledge; Teacher professional development; Professional and Technological Education.

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