The academic writing in initial teachers’ training: learning diaries in the constitution of themselves
DOI:
https://doi.org/10.15448/2179-8435.2019.2.30327Keywords:
Academic writing. Teaching learning. Reflective writing. Higher education.Abstract
In this paper we present the experiences with the teachers’ initial formation, which has as the aiming to discuss the role of learning diary as an instrument of interlocution in the university classroom, between professor and academics, during the initial teachers’ formation. We propose the self-writing as a possibility of reflection during the formative process, considering the self-regulation movements of being a teacher from the challenges of the formative process. The nature of this work is qualitative, anchored into the bibliographical research in which the literature reviewed was based on the authors: Zabalza (2004), Freire (1996) and Bakhtin (2010a, 2010b). Thus, the text is inscribed as theoretical-analytical from fragments of journals of undergraduate students. To do so, we performed the analysis of the learning diaries of nine students of the Pedagogy and the Language Courses from two universities in countryside of Rio Grande do Sul state. From this study, it was possible to understand that the academics are forming and dialoguing when they are writing their diaries, placing themselves as critical apprentices in the space of graduation, corroborating in the elaboration processes of new knowledge and learning to be a teacher.
Downloads
References
ALARCÃO, Isabel. Professores reflexivos em uma escola reflexiva. 7. ed. São Paulo: Cortez, 2010.
BAKHTIN, Mikhail. A Estética da Criação Verbal. 5. ed. São Paulo: Livraria Martins Fontes, 2010a.
BAKHTIN, Mikhail. Para uma filosofia do Ato Responsável. São Carlos: Pedro; João Editores, 2010b.
DEWEY, John. Como pensamos? Companhia Editora Nacional: São Paulo, 1959.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. Rio de Janeiro: Paz e Terra, 1996.
ISAIA, Sílvia. Desenvolvimento profissional docente. IN: MOROSINI, M (Org.). Enciclopédia de Pedagogia Universitária: Glossário. Vol.2. Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2006.
LARROSA, Jorge. Pedagogia profana: danças, piruetas e mascaradas – trad. Alfredo Veiga-Neto. 5. ed. 1. Reimpressão. Belo Horizonte; Autêntica Editora, 2013.
MIZUKAMI, Marília. G. N., REALI, A. M. M. R., REYES, C. R., MARTUCCI, E. M., LIMA, E. F., TANCREDI, R. M. S., MELLO, R. R. Escola e aprendizagem da docência: processos de investigação e formação. São Carlos: EdUFSCar, 2003.
SANTOS, Eliane. A. G. A Dinâmica de Ações extensionistas na formação na formação continuada de professores municipais de Santa Maria/RS. 2013. Tese (Doutorado em Educação) (UFSM). – Universidade Federal de Santa Maria, Santa Maria, 2013.
VYGOTSKI, Lev S. Pensamento e Linguagem. Tradução Jefferson Luiz Camargo. 2. ed. SP: Martins Fontes, 1998.
ZABALZA, Miguel. A. O ensino Universitário: seu cenário e seus protagonistas. Porto Alegre: Artmed, 2004.
ZEICHNER, Kenneth. M. A Formação Reflexiva de Professores: ideias e práticas. Lisboa, Portugal: Educa, 1993.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Educação Por Escrito
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to Educação Por Escrito implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Educação Por Escrito as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.