TEACHING EXPERIENCES IN PHYSICS IN HIGHER EDUCATION: NARRATIVES THAT FORM US

Abstract

With the construction of this text, we seek to illustrate the traits that link the teaching
exercise in universities, the experiences narrated from these practices, the construction of knowledge
of the experience that refer to teaching in higher education and the university as a space-time of
training. We also seek to broaden the view of training and teaching practice in higher education,
so that teaching in universities is a dialogue between subjects at different times of formation. As
a way of building this imbricated gaze between subject and teaching practice we use and defend
that narrative is the starting point, because as Walter Benjamin proposes, we all have the capacity
to exchange experiences and in this context, experiences that form us and that are transformed into
knowledge from the narratives. The narrative interviews conducted with professors who work in the
physics institute of a federal university located in the state of Rio de Janeiro were organized and understood
in monad forms as proposed by Walter Benjamin. The monads arranged in two groups led
to the construction of a reflexive look at the passage between the initial and later modes of teaching
practice revealing important dynamics of teacher training processes.