Resumen

MORAIS, Joelson de Sousa; MARTINS, Helen Arantes  y  BRAGANCA, Inês Ferreira de Souza. THE DEVELOPMENT OF NARRATIVE PEDAGOGY IN BRAZIL: Paulo Freire's contributions. Revista Teias [online]. 2021, vol.22, n.67, pp.159-171.  Epub 14-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62017.

We weave a theoretical bibliographical reflection in this text, aiming to understand Paulo Freire's thought in the context of a narrative pedagogy in Brazil. The ideas come from reflections on the works Pedagogy of the Oppressed, Pedagogy of Autonomy and Education as a Practice of Freedom by Paulo Freire (2013; 1996; 2014) in conjunction with Josso (2010), Bragança (2018), Passeggi (2011; 2016), and others. The objective is to create a dialogue between authors operating on narrative pedagogy as a practice of freedom. We question the training policies and their contributions to the construction of teacher training. The results show that the narrative pedagogy undertaken by Freire undertook, represented a "watershed" in the field of teacher education, reverberating in different epistemological currents, as in the fabric of research in education and in the consequent expansion of the field of narratives (self) in education and in other areas of knowledge. His legacy is invaluable for Brazilian society, permeating different temporalities and reaching several other generations of teacher-researchers narrators in human formation.

Palabras clave : Paulo Freire; narrative (self) biographical writings; formation of teachers.

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