THE THE WIRE AND MISSANGA:

THINKING TEACHING TRAINING FROM NARRATIVES OF EXPERIENCE IN THE LITERACY OF YOUTH AND ADULTS

Abstract

The present article, inscribed in the trajectory of a PhD research in Education, problematizes a way of understanding teacher education, which occurs in the daily crossings from experiences (LARROSA) mobilized by the exercise of teaching. Methodologically we opted for narrative and (auto) biographical research, as this path allows us to talk to the school and from the school, instead of talking about the school. The aim of this article is to produce reflections that contribute to the debate on this perspective of education that includes experience as a privileged locus of teacher education and the teaching narrative as a means of reflecting on what was lived in teaching, which allowed us to understand how the another helps to form us. We bring here the narrative of a process of learning to read and write, in a literacy class of Youth and Adult Education (EJA), in the city of Rio de Janeiro, involving the production of a letter, in which a student and her teacher live the experience of teaching to learn as an event (GERALDI), asking questions about the literacy practice theory underway in school routine. They help to reflect on the theme Freire (2014), Garcia and Alves (2002; 2012), Larrosa (2011; 2014) and Geraldi (2015). In the experience narrated here, the dialogical relationship between a student and her teacher, throughout the classes, allowed us to understand what these lived dialogues revealed about the student's learning process, at the same time that it was also formative for the teacher.