Reflections on responsible act in the narratives of teacher practice in initial formation

Abstract

This article intends to discuss the process of teacher training by writing narratives of their experiences in curricular traineeship in the initial years of elementary education, based on the pedagogical work developed in 2015. The central theme is the role of narratives as a form of production of knowledge in the field of professional training, especially in the construction of a process of ethical professionalism and responsible act of the future teacher. The curricular stage is assumed as a place of experience and involvement of the students in their future profession, in a vision of intrinsic relation between theory and practice. The central questions raised by the students and that have strengthened the discussion of this article were: How, as future teachers, do we think about our position in certain events? How do we understand our pedagogical principles? When seeing / living the actions of others, how do we dialogue to understand the contextual knowledge of events? How are we becoming teachers? From one of the constructed narratives, there is the articulation of the idea of ​​how writing provides space for the recognition of the knowledge built on being a teacher in the dimension of the particularity and in the relation with the necessarily responsible answer of the subjects who live their stories.