Pelas fendas, brechas e fissuras... Os saberes da formação continuada de professores

Abstract

The time lived at work, about which the professional course of an instructor of teachers of the “Ensino Fundamental” of a public school is traced here, seems to be a genuine instance of constitution of her knowing—being and of her knowing—doing the continuing formation in service. This study urges to dialogue with the knowledge mobilized and constituted by the instructor of teachers from inside the school, aiming to rebuild an epistemology of the professional practice. According to this aim, a narrative was used as a methodological way. A dialogue narrative, open, curious and polyphonic. The dialogue with the knowledge of the instructor happened in a composition of voices —- the protagonistªs voice, the theorists’ voice (researchers and scholars), and my own voice. The research demonstrated, through temporary syntheses that, as time slipped by, the protagonist wove her actions of instructing teachers from the multiple configurations given by the interlacing of her personal and professional history; it also revealed that the knowledge of formation is procedural. It is situated, shared, created again, and given a new meaning by the instructor in the inter-subjective meetings with the various characters of the teaching act, in the social subjectivity of a given school.