Open AccessVIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA
Author(s) -
Sílvia Adriana Rodrigues,
Andreia Guilhen Pinto
Publication year - 2020
Publication title -
colloquium humanarum
Language(s) - English
Resource type - Journals
eISSN - 1809-8207
pISSN - 1679-6470
DOI - 10.5747/ch.2020.v17.h487
Subject(s) - plural , formative assessment , narrative , constitution , identity (music) , context (archaeology) , pedagogy , reading (process) , sociology , gender studies , humanities , art , literature , political science , philosophy , aesthetics , history , law , linguistics , archaeology
The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.