Dimensão formativa da escrita de si: vivências e necessidades de professores em formação inicial

Abstract

This study aims to show the relevant aspects highlighted in teachers’ narratives in initial formation, which does not involve only the writing of these class diaries and the resistance to them, but also the activity of reading them and the awareness in relation to the teaching-learning events. The research context was situated during the teachers’ formative process, therefore, in activities performed in the Supervised Teaching Practice during the Language Course, in a public university, in Rio Grande do Sul state, Brazil. Zabalza (2004), Telles (2002), Freire (1995, 1996) and Bakhtin (1992, 2010) are some of the theorists who brace this discussion. We elaborated three categories of analysis considering a social-cultural qualitative methodological approach (BAKHTIN, 2010, BOLZAN, 2006), the confrontations in the classroom livingness, the frustrations that vectored the teaching formation, and the necessity of readapting and emerging. The study reveals that the initial teachers’ formation designs itself on the relation among the paths of formation and selfformation, in personal experiences, involving the knowledge as students that were in Primary Education and the professional history. It was determined that the Language Course undergraduate student was constituting him/herself and dialoguing by writing their diaries, putting him/herself as a self-critic professional.