Resumo

LIMA, Samantha Dias de. Written narratives: what pedagogy trainers 'narrate about their learning about childhoods during graduation. Rev. Reflex [online]. 2017, vol.25, n.3, pp.237-255. ISSN 1982-9949.  https://doi.org/10.17058/rea.v25i3.9728.

The present article brings theoretical and analytical reflections about the methodology of written narratives as a potent resource in teacher research / training, being at the same time an investigative and formative resource. The narratives were developed during a doctoral research that investigated how the initial formation for the educator that will work in the Child Education and what learning the Pedagogy makes possible for this teaching. The study was completed (2015) and had nine scholars from the last semester of the Pedagogy course of an education institute of the Metropolitan Region of Porto Alegre (RS/Brazil) that narrated their learning about childhood throughout the initial formation. The research pointed to an invisibility about an extended understanding of childhood (considering a childhood sociological), corroborating the use the methodology of written narratives in education research.

Palavras-chave : Written narratives; Teacher training; Pedagogy; Childhood.

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