Open AccessExperience and identities in re-construction
Author(s) -
Teresa Sarmento,
Rosana Martins,
Conceição Leal da Costa
Publication year - 2020
Publication title -
revista de historia de la educacion latinoamericana/revista historia de la educación latinoamericana
Language(s) - English
Resource type - Journals
eISSN - 2256-5248
pISSN - 0122-7238
DOI - 10.19053/01227238.11928
Subject(s) - originality , identity (music) , narrative , pedagogy , professional development , legislation , pillar , inclusion (mineral) , sociology , political science , qualitative research , social science , engineering , structural engineering , acoustics , law , linguistics , philosophy , physics
The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional changes, agreements, and the personal and professional experiences of each teacher. Originality: among the four dimensions that the project addresses (teaching development, experience, interactions and inclusion into organizations), we selected the approach of experience, focusing on the joint of knowledge of practice and professional identity. The method: The narrative research has researchers from the universities of Minho-Pt, Évora-Pt and UFR / UFMT / Br. As strategy, we opted to constitute the research corpus with narratives from three teachers of children. One from Brazil and two from Portugal, with 20 to 30 years of teaching practice. The question is, what are the most significant learnings identified by teachers? How is experience constituted as professional development? What experiences with children do teachers report as the most significant? To conclude, research shows that interactions with children, professional peers, and communities are the main pillar for the (re) construction of professional identities.