ABSTRACT
This article presents a study on the use of digital storytelling of learning in the teacher education context. As empirical data, speeches of master's students produced in a Postgraduate Program in Science Teaching (Professional Master's Degree) discipline of a Brazilian public university were analyzed, looking for signs of construction of the narrative curriculum from the production and placement of digital learning narratives developed as a curricular activity. Data collection included the course follow-up (structured through face-to-face meetings and activities carried out in a virtual environment) and two focus groups with the research subjects. The data analyzes were inspired by French Speech Analysis and used the NVivo software as for the corpus composition support. The study indicates the digital storytelling of learning as one of the ways for the built, proposed by Ivor Goodson, since they are valuable spaces for the subjects' experience recognition in articulation with the curricular contents, inciting the ecology of knowledge. Thus, it proposes that the use of digital storytelling for learning from the perspective of the narrative curriculum can be understood as a didactic-methodological possibility in the teacher’s training.
Keywords:
Digital Storytelling; Teacher Training; Narrative Curriculum; Information and Communication Technology (ICT)