TEACHER FORMATION IN SCHOOL AND UNIVERSITY

CONTRIBUTIONS OF (AUTO)BIOGRAPHICAL NARRATIVES

Abstract

The present article reports on the research that aimed to reflect on conceptions and practices of teacher formation, discussing possible contributions of (auto)biographical narratives in the context of initial teacher formation, developed in the Pedagogy course of a public university in the state of São Paulo, and of continued formation in the context of schools of the early years of elementary education in the metropolitan region where the university is located. The following questions were raised: how are conceptions and practices of initial and continued formation outlined for teachers in the contexts of research development? What are the possible contributions of the elaboration and sharing of (auto)biographical narratives in initial and continuing education processes? What do the narratives reveal about images of teaching and knowledge (re)constructed along the trajectory of life and formation by Pedagogy students and teachers of the initial years of elementary education? The theoretical and methodological reference was woven in a dialog between the narrative (auto)biographical research- formationapproach and the studies on school everyday life, in a path that included an inventory of the practices, memories and policies of the formation of teachers, in the contexts where the research was carried out, and the development of formation practices, anchored in the narrative (auto)biographical approach in supervised internship classes and in the schools involved. The development of the research-formation reaffirms the power of knowledge production that takes place in the encounter and dialogue between university and school, as well as the role of (auto)biographical narratives in mediating a reflective path of sharing and collective construction of pedagogical knowledge.