Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Escola ativa como semeadora de sonhos nas turmas multianuais: representações das(os) professoras(es) da microrregião de Mossoró-RN.

The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Baraúna, Grossos, Mossoró, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools.

A contribuição do estágio supervisionado para a formação reflexiva do pedagogo

This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMAÇÃO Universidade Estadual do Rio Grande do Norte / Campus Avançado Professor João Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarcão (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoformação, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training

Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible

O grupo escolar modelo augusto severo (1908-1928): vinte anos de formação de professores

Ce travail a pour objet d'étude le Groupe Scolaire Augusto Severo, situé à Natal, première institution du type dans l'État du Rio Grande do Norte. Il analyse la pratique pédagogique, le modèle d'éducation primaire et d'expérimentation des personnes en formation de l'École Normale de Natal, entre 1908 et l'année de 1928. Dans cette période, se sont produites des tentatives d'organisation scolaire par le biais de la Réforme de l‟Enseignement Primaire (1908) et de la Réforme de l‟Enseignement (1916). Nous nous sommes basés sur l'Histoire Culturelle définie à travers la conjonction de l'histoire des objets dans sa matérialité, des pratiques dans leurs différences et configurations, des dispositifs dans leurs variations. Nous avons utilisé les journaux A República et Diário do Natal, la revue Pedagogium, des Lois, des Décrets et Messages du Gouvernement, des Codes d'Enseignement et le Régime Interne des Groupes Scolaires, documents qui proviennent du fonds de l'Institut Historique et Géographique do Rio Grande do Norte (IHGRN) et des sources iconographiques, provenant de l'Institut du Patrimoine Historique et Artistique National (IPHAN/RN). Dans les Archives Publiques de l‟Etat (APE/RN) nous avons recherché les Livres d'Enregistrement des Groupes Scolaires et Écoles Isolées, Offices, Inscriptions, Rapports et Actes de réunions de la Direction Générale de l'Instruction Publique et Journal de Classe. Nous avons analysé l'action des professeurs dans cette institution primaire, ainsi que l'histoire des disciplines scolaires et des programmes d'enseignement, la problématique des contenus et méthodes. Nous avons observé que la méthode intuitive était la dynamique de la pratique pédagogique efficace et que les rites de récompense, les cérémonies civiques composaient l‟ensemble des idées modernisatrices de l‟époque

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

Quadrinhos nas aulas de ciências: narrando uma história de formação continuada

Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict

Um estudo sobre a apreciação do raciocínio matemático na formação inicial de professores

The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo

As crenças docentes sobre a criatividade a as práticas pedagógicas criativa: o caso do programa do ensino médio inovador no RN

Estamos vivendo no século da criatividade em que os sujeitos precisam ser estimulados a criar e inovar nos processos de aprendizagem escolar. Nesse sentido, a criatividade precisa ser compreendida como um bem cultural, um direito de todos e uma condição histórica e cultural do sujeito, e não como uma capacidade inerente ao sujeito ou pertencente alguns poucos eleitos. Para que a criatividade do aluno seja estimulada, faz-se necessário, dentre outros elementos, que o conhecimento profissional do professor considere as crenças como componente de seu processo de profissionalização com o objetivo de reconhecer o seu papel e influências como formas de nortear as ações profissionais docentes. Para tanto, a presente tese tem o objetivo de estudar as crenças dos professores sobre a criatividade dos estudantes no Ensino Médio Inovador. O ensino, nessa perspectiva, mais especificamente, o ensino médio precisa inovar-se, e nesse processo, o Programa Ensino Médio Inovador PROEMI emerge como uma das iniciativas das políticas públicas educacionais vigentes. Para tanto, no intuito de fundamentar as nossas discussões dialogamos com autores que discutem a criatividade no contexto da educação, às crenças, o conhecimento profissional do professor e o ensino médio. Nessa pesquisa, 207 professores que atuam no ensino médio em escolas estaduais na cidade de Natal e sua Região Metropolitana dentro do PROEMI constituíram-se em nosso público-alvo. O instrumento de coleta de dados foi um questionário normativo de crenças contendo perguntas fechadas e abertas. Para a organização dos dados utilizamos os softwares estatísticos R. 2.15.1 e o Modalisa. O tratamento dos dados se deu mediante análises estatísticas como a análise descritiva dos enunciados, da média, do desvio padrão e a Análise de Componentes Principais ACP em relação aos resultados oriundos das perguntas fechadas e a análise de conteúdo em se tratando dos resultados referentes às perguntas abertas. Os resultados corroboraram com a tese de que os professores apresentam em suas crenças a predominância do enfoque tradicional ou clássico da criatividade, ou seja, creem-na como algo inato ao ser humano e que se desenvolve independentemente dos fatores sociais e culturais. No tocante às principais características do aluno criativo, a autonomia e o alto grau de originalidade em sua aprendizagem se destacaram, dentre outras características. Suas crenças, em relação aos elementos que inibem a criatividade do aluno apontaram que a escola, ao privilegiar os conteúdos escolares compromete a criatividade dos alunos e sobre os elementos que favorecem, destacaram-se as áreas da Arte, da Educação Física e da Literatura como disciplinas, que preferencialmente, desenvolvem a criatividade dos alunos no contexto escolar. Assim, constatamos que as crenças dos professores se configuram de forma reducionista e inatista e que precisam, urgentemente, ser repensadas para que não continue a comprometer o desenvolvimento da criatividade do aluno no contexto escolar, e nesse caso, as crenças se constituem em um dos elementos básicos da profissionalização docente que precisam constantemente ser repensadas e incluídas nas discussões sobre a formação e atuação docente, principalmente, dentro do PROEMI que tem como objetivo principal inovar e estimular a criatividade dos alunos no ensino médio

Vozes não silenciadas de alfabetizandos jovens e adultos e suas repercussões na formação docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Práticas etnomatemáticas no Liceu do Paracuri :a propósito dos ornamentos geométricos da cerâmica

The present study analyzes the ethnomatematics practices presents in the creation of the geometric ornaments of the icoaraciense ceramic, originated and still practiced in the neighborhood of Paracuri, District of Icoaraci, belonging to Belém, capital of the State of Pará/Brasil. The object of our study was centered at the workshops supplied by the artisans master of the School of Arts and Occupations, Master Raimundo Cardoso. Referred school provides to its students, formation at fundamental level as well professional formation, through vocational workshops that help to maintain alive the practice of the icoaraciense ceramic. Our interest of researching that cultural and vocational practice appeared when we got in touch with that School, during the development of activities of a discipline of the degree course of mathematics. In order to reach our objective, we accomplished, initially, a research about the icoaraciense ceramic historic, since the first works with the clay until to the main characteristics of that ceramic. Soon afterwards, we discussed on ethnomatematics, culture, knowledge, cognition and mathematical education. At the end, we analyzed the creation of the geometric ornaments of the icoaraciense ceramic, considering the proportion concepts, symmetry and some geometry notions, that are used by the artisans when they are ornamenting the pieces of that ceramic. We verified that, in spite of the artisans, usually, do not demonstrate to possess a bit of domain on the mathematical concepts that they are working with, for instance, the ones of translaction symmetry, rotation and reflection, they demonstrate full safety in the use of those concepts, as well as the capacity to recognize them, even if in a singular specific and very peculiar way, what opens the possibility of a partnership among mathematics teachers and master-artisans of the archeological ceramic and icoaraciense workshops

A auto formação maternal: cenários de uma educação vivencial humanescente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job

Corporeidade e formação docente: cenário geográfico das histórias de vida

L étude vient de présenter la recherche qui a eu lieu pendent la formation des professeurs d l'Institut d'Enseignement Supérieur Président Kennedy à Natal-RN, dont les sujets son les professeurs de la septième période du Cours Normal Supérieur. L objet d´étude sont les pratiques formatives de ces professeurs en formation par des difficultés qui ils présentaient pour comprendre les relations entre les domaines de connaissance le l interface avec les expériences, et le processus de formation. L objectif a éte identifier dans l expériences ludopoèthiques, les lieus de construction de l autoterritorialité des professeus en tant qu en formation. Parmi les pressuposés théoriques qui ont soutenu le développement de la recherche comprennent: Enseignement Humain ; Corps-espace; Corporéité; Auto-formation et Transdisciplinarité. L'approche de la recherche qualitative adopte les principes de la rechercheaction- formation, dans une perspective etnophenomenologique. La discipline Memorial de Formação avec l'utilisation de jeu de sable,a été le laboratoire des expériences, l outil de la recherche qui a subventionné la construction des narratives autobiographiques. La perspective transdisciplinaire sur l'étude a rassemblé dans la dimension épistémologique les références théoriques de la Géographie, de la corporéité. et des histoires de vie dans la formation. L'Atelier Corps (Bio) Géographique a été développé par cinq rencontres: Paysage du Sensible, Lieu de Sentipensar, Territoires des Découvertes, Région des Savoirs et de l'Espace Géographique de la Ecoformação. Les expériences vécues dans l'Atelier par les participants de la recherche ont permis une sensible et attentive écoute sur leur propre histoire, en donnant la possibilité de la reconstruction de la mémoire, et en faisant réfléchir sur son l'auto-formation. La découverte des cartes et la construction d un nouveau paysage autoformatif par les memoires ludiques des différentes phases de la vie, a fait apparaître la propriété ludopoètique de l autoterriotalité, au même temps qui a enrégistré la construction ontologique dans sa corporéité