Narrativas de professoras sobre a formação no Curso de Licenciatura em Pedagogia do PARFOR

Abstract

This article aims to discuss the result of research conducted on teacher’s perception of the superior level Pedagogy certification course taken by those professionals who are experienced and have worked in the public school system classroom. The course was completed just over five years ago, based on a public educational training policy in Bahia, the National Plan of Teacher Training in Basic Education (Parfor). The theoretical review on teacher training, specifically the formulations on the professional identity of teachers, the researcher teacher and the reflective teacher, presented valuable subsidies and guided the investigation. The ––research presents a qualitative approach, in which the narrative interview was considered a key element of the chosen methodological strategy, since the teachers’ narratives were considered legitimate knowledge. As a result, it is possible to closely assess the understanding teachers have about the training processes they participated in and the connection they make between training and their professional practices, both before and after completion of the licensure course. This understanding allowed the reflective and structural potential of the research, through the analysis of the descriptions, understandings and experiences narrated by those who, in fact, participated in the training process. Therefore, through this research it is hoped that the content of academic production on the subjectivity of teachers should be considered when assessing and formulating educational public policies aimed at teachers.