Resumo

HELAL, Igor; RIBEIRO, Tiago  e  SAMPAIO, Carmen Sanches. Para uma educação outra: formação permanente, pistas e indícios a partir de fotografias docentes. Roteiro. UNOESC [online]. 2011, vol.36, n.02, pp.315-334. ISSN 2177-6059.

This text aligned some reflections on teacher training having as background the notion of teacher-researcher (ZACCUR & ESTEBAN, 2002). In the discussion engendered, we favor the teachers’ photographs (HELAL, 2011) - pictures that teachers produce of their own practice. In this sense, the research socialized here has as main objectives: i) investigate literacy knowledge and practices through teachers’ photographs narrated in different areas of training, ii) identify if the process of shooting teaching / literacy practice contributes to the formation of teacher as a researcher of his own practice. The theory-epistemological and political option assumed in this research fits in the perspective of narrative investigacion (CONNELY & CLANDININ, 1995) and studies with the everyday life (GARCIA, 2003; ALVES & OLIVEIRA, 2002). From the reading of images, referenced in the evidentiary paradigm (GINZBURG, 1989), we discuss prospects of literacy potentiated in the class everyday life. In our investigative action, pictures produced by teachers and socialized by them have contributed to the desinvizibilition of knowledge and practices of literacy; it also allows the teacher think and visit his own the practice again. Moreover, these teacher pictures show the complexity that constitutes the research way, opening up possibilities for thinking of other ways to do research with the everyday life, reading files, talking to them and their authors at the same time in wich we are co-involved with training and teaching spaces.

Palavras-chave : Teachers Formation; Teachers’ Photographs; Literacy; School Quotidian; Teacher-Reasercher.

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