Se o eu fosse substituído por nós: uma proposta de formação docente em redes narrativas nas escolas municipais de Salvador

Abstract

This Intervention Project, in the field of teacher training, takes as its main objective the narratives of education professionals from the Municipal Education Network of Salvador in order to intervene, collaboratively, in the way in which the training processes that it promotes take place. The questions about how such continuing education processes are conducted led to the delimitation of the following research problem: How to enhance training proposals that consider the narratives, authorship and experiences of teachers in the Municipal Education Network of Salvador? The objective was to problematize and propose overcoming usual models, which reproduce content, methods and techniques, without generating significant results for teachers and their teaching practices, in order to value training experiences that consider the narratives, authorship and experiences of these professionals. The research presents a multi-referential theoretical discussion, supported by the epistemology of experience and the concept of rhizome, theoretically dialoguing with authors such as Ardoino (1995), Dewey (1979), Deleuze and Guattari (1995), Connelly and Clandinin (2011), Larrosa (2011), Nóvoa (2022), Macedo (2021) among others. The methodological proposal includes the documentary analysis on the proposals and guidelines for teacher training in the municipal network, a bibliographic survey on narratives in teacher training, as well as the understanding of the narratives of the research subjects, produced in conversation circles, entitled conversation circles and unimultiplicity, a space-time in which collaborators were invited to reflect on the object and objective of the research, in a theoretically based dialogue, which put into perspective the collective construction of an intervention proposal aimed at teacher training. The discussion of the results points to reflections concerning listening to these subjects and the dialogical-formative relationships, outlining an intervention proposal with a view to creating a networked training space that promotes the continued dialogue of the Salvador Municipal Education Network with itself, through schools and other entities that comprise it, but also in interaction with universities and other educational and cultural institutions, in order to promote the sharing of narratives about teaching and systematize pedagogical authorships and training practices within the classroom and outside it. A space with a collaborative perspective, for sharing in networks, enabling the exchange of experiences.