ABSTRACT
The aim of the present study - which derives from a doctoral research - is to address the narratives of a teacher from early-childhood-education and from the initial years of elementary school within a public municipal school, so as to analyze the teaching profession as a process that occurs within the relationship with children The methodology adopted in the current study was based on the theory by Walter Benjamin (1994BENJAMIN, Walter. Obras escolhidas. Magia e técnica, arte e política. Ensaios sobre literatura e história da cultura. Tradução de Sérgio Paulo Rouanet. 7. ed. São Paulo: Brasiliense, 1994.; 1995BENJAMIN, Walter. Obras escolhidas II. Rua de mão única. Tradução de Rubens Rodrigues Torres Filho e José Carlos Martins Barbosa. 5. ed. São Paulo: Brasiliense , 1995.; 2006)BENJAMIN, Walter. Passagens. Tradução de Cleonice Paes Barreto Mourão e Irene Aron. Belo Horizonte: Editora UFMG; São Paulo: Imprensa Oficial do Estado de São Paulo, 2006. and Martin Buber (2003BUBER, Martin. El caminho del ser humano y otros escritos. Tradución y notas Carlos Díaz. Madrid, España: Fundación Emmanuel Mounier, 2003a.; 2009 BUBER, Martin. Do diálogo e do dialógico. Tradução de Marta Ekstein de Souza Queiroz e Regina Weinberg. São Paulo: Perspectiva, 2009.; 2012)BUBER, Martin. Sobre comunidade. Tradução de Newton Aquiles von Zuben. São Paulo: Perspectiva , 2012.; analyzing the narratives of the aforementioned teacher’s routine dialogues with children at the school. The notebook with the registers of these conversations thus became the tool for research empiricism. Thus, the biographical narratives herein were understood as being the research and training methodology (JOSSO, 2004JOSSO, Marie Christine. Experiências de vida e formação. Tradução de José Claudino e Júlia Ferreira. São Paulo: Cortez, 2004.). The analyses highlight that: children are privileged testifiers of their condition, who give clues about the relationship they establish with teachers at school; therefore, they indicate other possibilities for pedagogical praxis development; teaching is an unfinished process open to constructions and deconstructions; biographical narratives are the way to build one’s professional identity; the space and time guaranteed at school have an important role in enabling teachers to make their registers and use them to think about their own work. Thus, taken as experience, the research and the narrative text are current developments.
Keywords:
Narrative; Teachers; Child; School; Training