História de professores/as do ensino médio: formação na/com a prática.

Abstract

The objective of this study was to understand, through oral narratives, how and where knowledge is constructed in the practice of teachers in high school, working in two state schools in the northern zone in the city of Manaus. The theme for the training of teachers relied on theoretical and practical approach in view of the history of life that has made studies of interest to several authors (NÓVOA, 1992; MORAES, 1996; BOLIVAR, 2002; SOUZA, 2006; among others). The educational scenario space has been extensive discussions on the theme of teacher education identified as priority in the search for quality education. Actions/initiatives, many teachers have been considered key points about the construction of knowledge in that space, which bring out improvements and changes in the practices of these professionals. Listening to teachers of different generations in educational performance, value life trajectories, time and giving voice to reflect the knowledge built or under construction in and with the teaching practice show that space and time that construction occurs if the exchange of experiences within and outside the classroom represent a basis for self-training and influence in the formation of their peers, were driving the actions of this research. Seven (7) teachers working in different fields were selected, three (3) randomly selected and four (4) in a deliberate, for the work they already have performed throughout their careers. The criteria for selection of participants include: the availability of time to participate and, be acting as a teacher in high school, at different stages (service time). The selected teachers working in two schools in the state schools, located in the same community, called in this work, School and College Alpha Beta. It is, therefore, a field whose data collection instruments were the individual and collective oral histories, recorded and transcribed. The reports were considered significant organized into thematic categories, created in an attempt to answer the questions guiding the research (see introduction to this study). The results show the life narratives as valuable opportunities for reflection on teaching practice, mobilizing diverse knowledge necessary for teaching. In the narratives of individual and collective history was clear that in the context of school and classroom, actions are taken that turned into meaningful experiences exchanged among peers, constitute a solid basis for the formation and self-education teacher, the which enables the teacher to understand and recognize as the one responsible for continuity of training, relevant point to improvements in teaching.