Autoformação docente contínua cotidiana numa perspectiva emancipatória artesanias narrativas

Abstract

This thesis aims to investigate the ways in which teachers weave their own knowledge of the profession to, based on that, discuss teachers' education proposals that could be more coherent with the way in which teaching knowledge is woven on a daily teching. An argument is made to sustain that other forms of knowledge are valid, beyond that produced and recognized in a hegemonic way. By doing this, it understands that teachers' education is continuous, that it is woven in different contexts and that this process is configured as self-education, which is singular and collective. As a method, it resorts to the intertwining of methodological research procedures in/of/with everyday life, narrative research and the sociology of absences and emergencies. By diving into the narrative materials that emerge from the actions of a research and extension group, it indicates their contribution to the formation and self-education of both those who research them and those who produce and consult them. The provisional considerations of the research point out that the teaching narratives, when documented and disseminated, in addition to providing opportunities for self-education for those who experience them, can provide subsidies for continuing teachers' education, including initial and continuing, in different contexts, including academic ones, and for the formulation of public policies aimed at training teachers.