Abstract

GABRIEL, Gilvete de Lima. The mimesis of continuing education: configuration and refiguration of the teaching narrative identity in reference groups. Educ. Form. [online]. 2022, vol.7, e7248.  Epub June 28, 2022. ISSN 2448-3583.  https://doi.org/10.25053/educ.form.v7.e7248.

The objective was to reflect on the influences of reference groups on teacher training and performance. Training research was carried out with teachers of basic education in the North of the country during a doctoral research (GABRIEL, 2008). The discussion focused on the mimesis of continuing education, a methodology originated from work based on a (auto)biographical approach, having theoretical references as: Pineau, Nóvoa, Josso, Passeggi, among others, and in the hermeneutics of Ricoeur. The autobiographical narrative and the report of successful experiences enabled the configuration and refiguration of the teacher’s identity, by providing the recognition of educational practice in different spaces and time. The re-narrating of the self provided an opportunity to reaffirm/recognize the knowledge of teaching, the development of knowledge, the identification of intervening factors of the school system itself that limit or favor the achievement of pedagogical objectives and, above all, modulate the power to act on the experiences challenges of the professional group and school context by mastering the meaning of their educational practices.

Keywords : continuing education; autobiographical narrative; recognition; teacher’s identity.

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