Escritas na formação docente: produção curricular e processos formativos emancipatórios com licenciandas em cotidianos universitários

Abstract

This research questions - mainly through theoretical, methodological, political and epistemological contributions by Alves (2008, 2019), Certeau (1994) and Santos (2019) - the predominant way of thinking and producing writing - circulating in the academic sphere and legitimized as priority demand in teacher formation curricula. It invests methodologically in narrative research and assumes conversations as a research methodology in university routines, with teachers in formation from different teacher education courses at Instituto Federal Fluminense campus Campos Centro, aiming to investigate other possible ways of relating to writing practiced in this spacetime. The narratives produced emerged in conversations that took place, predominantly, in meetings of the research project of Oficinas de Escritas Docendo with teachers in formation, at the institution. From the emancipatory procedural affirmation of the teacher education processes, the possibilities of curricular production (GARCIA, 2015) and the work with the notions of experience (LARROSA, 2002, 2020), invention (CERTEAU, 1994; KASTRUP, 2007) and presence (GUMBRECHT, 2010) as triggering themes for narratives in the context of teacher education, this research thought about writings as a formative dimension in pedagogical practices and different language experiences in the daily lives of teacher education courses; in contribution to more plural curricular expressions and open to the unpredictable.