Resumo

PEREIRA, Diego Carlos. Continuing formation process: narratives of Bachelor’s professors who act in teacher training undergraduate courses. Rev. Elet. Educ. [online]. 2018, vol.12, n.3, pp.741-756. ISSN 1982-7199.  https://doi.org/10.14244/198271992454.

This article is dedicated to teacher formation and is related to the development of a master’s research held in Uberaba, Minas Gerais, Brazil. The purpose of this article is to contextualize and characterize the processes of continuing formation in higher education from the narratives of bachelor’s professors who work in undergraduate courses aimed at teacher training, discussing formal and non-formal aspects in their formative trajectories. We have a qualitative perspective based on the Oral History methodology and the analysis of the narratives of teacher trainers. We defend, from the narratives of the teacher trainers, that the researched bachelor’s professors constitute their identities in a social, cultural, historical and spatial context, and that the processes of continuing formation are not ends in themselves, but constitute constant policies and positions, both from the institution and from the teacher trainer, regarding the concerns with the specifics of teacher professionalization. The narratives and senses attributed by the researched professors imply in three characteristics of the processes of continuous formation: a) that they are not a permanent institutional or collective concern in the scope of work in the university; b) the formal spaces of continuing formation for higher education are only restricted to research; c) the continuous formative experience through the reflection of practice re-dimensions the identity of these teachers.

Palavras-chave : Bachelor’s professor; Continuing formation; Teacher training..

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