Perspectivas teóricas e metodológicas da pesquisa narrativa (auto)biográfica: Contribuições para as políticas públicas de formação do professor de educação infantil no Brasil

Abstract

The work intends to present theoretical and methodological principles of narrative (Auto) Biographical research through a work in the field of public politics in-service training of Childhood Education teachers in Brazil. The objective of the investigation was to understand how a group of teachers from a Municipal Unit of Early Childhood Education (UMEI) of the Public Network, in the city of Niterói, Rio de Janeiro, meant their training trajectories in their own lives, in professional training in service and the repercussions for teaching work. The research privileged the development of its methodology, the primary biographical materials - the teachers' narratives about their formative experiences, in dialogue with the secondary biographical materials: UMEI's Pedagogical Political Project, National Curriculum References and Official Documents. The instrument used to collect the research data was the narrative interview. The analysis of the content of the narratives was carried out based on two themes that emerged from the specific objectives of the research. The results of the research pointed out to us that training in the workplace needs to go beyond actions of public politics and municipal programs. It needs to be constituted for teachers in experiences built and reconstructed in life-formation trajectories.