Narratives in (and for) teacher education: some mobilizations within Pibid - UFSCar

Abstract

The objective of this article is to present and discuss some ways of mobilizing narratives in (and for) teacher training in the Institutional Program for Teaching Initiation Scholarships (Pibid) at the Federal University of São Carlos, UFSCar. To this end, we rely on narratives - produced as part of a doctoral research - of eight subproject area coordinators and two former institutional coordinators of Pibid-UFSCar, as well as official documents dealing with this institution's program. It is, therefore, a qualitative work whose analytical movement was inspired by the model of narrative analysis. This is because, we chose to assume the narratives as the focus of the study, above all, because we defend that our research interests were based on the subjectivity of the subjects and, in this direction, the narratives can be taken as spaces in which they weave meanings, create meanings and are constituted in different spaces and times. Based on that, we will present a possible version for Pibid-UFSCar as well as some ways of mobilizing narratives in (and for) teacher training, emphasizing the work with portfolios developed by them. In general, we will draw the reader's attention to some of the potentialities of narrative work perceived in this scenario, for example, the creation of a less vertical space for discussions and problematization of themes and ideas, the possibility of monitoring the process of becoming a teacher, the contribution to the development of the Portuguese language, writing, orality, among other aspects.