A trama narrativa urdida no cotidiano da docência

Abstract

This Dossier seeks to reflect on the presence of narrative research in the ordinary experience of teaching, with a view to precisely understanding that when we work with teacher training we operate with self-reflected narratives in the personal dimension extended to the social dimension of teaching. Our remembrances, our memory, our ability to relate the lived world are transformed into dispositions in the teaching space, focused on the transmutability of the word, action, writing, gesture. The word, the action, the writing, the gesture are expressed in self-narratives constructors of the teaching subject, the subject who, by reflexively narrates himself, narrates himself to others, different from him. This is, therefore, a movement that takes place in the demanding alterity of an I and an other, in dialogue. Thus, it is through the narrative plot produced in alterity that of personal identity, and the other, constitutive of the self alterity. This plot ties up, in a discursive intrigue, concordant/discordant elements giving meaning to what was experienced, for the narrator and for the other, when weaving the facts, relating them to the experienced socio-political, cultural and professional context. This plot also emerges through a three-dimensional construct, in which past, present and future are linked, in the sense that the temporal character of the subject's experience, both from a personal and social perspective, is also articulated by the autobiographical narrative. With this understanding, this Dossier seeks to reflect both on the polysemy of the narrative plot woven in the teaching routine, woven by the subjects over time, when they, through memories-references, think their life through a rite of passage, aswell as through of training and academics memorials, for those subjects who conceive and plan their professional practices, mobilizing different ways of reporting and narrating the world that inhabits them.