Biographical narratives in teaching: a study of rofessors on postgraduate courses

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

Israel's historical and biographical narratives : from the establishment of the Hebrew kingdom to the end of the Maccabean struggle /

Bibliography: p. 485-491.

¿Qué nos cuentan los jóvenes? Narraciones biográficas sobre las relaciones de los jóvenes con el saber en la escuela secundaria

[spa] El contenido de esta publicación se deriva de la investigación "Repensar el éxito y el fracaso escolar de la Educación Secundaria desde la relación de los jóvenes con el saber". Ministerio de Ciencia e Innovación. EDU2008-03287. 2008-2011. Las narraciones biográficas rescatan las experiencias escolares de estudiantes que durante su recorrido en la escuela secundaria se encontraron en una posición de éxito o fracaso escolar. La publicación da cuenta de relatos de situaciones, historias, conductas y discursos en torno a las experiencias de relación de un grupo de jóvenes con los saberes de la escuela secundaria y fuera de ella.

¿Qué nos cuentan los jóvenes? Narraciones biográficas sobre las relaciones de los jóvenes con el saber en la escuela secundaria

[spa] El contenido de esta publicación se deriva de la investigación "Repensar el éxito y el fracaso escolar de la Educación Secundaria desde la relación de los jóvenes con el saber". Ministerio de Ciencia e Innovación. EDU2008-03287. 2008-2011. Las narraciones biográficas rescatan las experiencias escolares de estudiantes que durante su recorrido en la escuela secundaria se encontraron en una posición de éxito o fracaso escolar. La publicación da cuenta de relatos de situaciones, historias, conductas y discursos en torno a las experiencias de relación de un grupo de jóvenes con los saberes de la escuela secundaria y fuera de ella.

Les filles sur le chemin de l’enseignement supérieur en Afrique subsaharienne : analyse de leurs trajectoires, représentations sociales de l’école et résilience à travers leurs récits biographiques

Les graphiques ont été réalisés avec le logiciel Alceste.

As Narrativas Biográficas e as metodologias de investigação-acção sobre a memória e o esquecimento

The integration of Biographical Knowledge in research processes is a methodological proposal of critical empiricism that shifts the centre of production of knowledge to the research objects. We try to show haw Biographical Narratives can allow bypassing the locks and the deviations from real observation by the researcher and focus is work on actors in process. In the critique of the Eurocentric paradigm and is production of hegemonic scientific discourses by Bonaventura Sousa Santos (Santos, 2000) proposes the "south epistemologies" as a research process and the inclusion of knowledge of actors as the research field. In the article we will try to look at the process of production of biographical narratives using the tools of south epistemological proposal. We start reviewing the methodologies working on biographical objects. Then we present the preliminary studies and research we have been doing in communities in southern Mozambique in Djabula Community Centre. These results should be completed with other works on the ground, and now we opened as a collaborative process discussion on African Studies community. The project will be completed in the coming months, through the proposal of a "House of memories" to develop with the local population through articles, stories, sounds and dances that are chosen and will support the chosen narratives by the community. The projects created with local players, from their problems allow rapprochement and dialogue between the different knowledge.

As Narrativas Biográficas e as metodologias de investigação-acção sobre a memória e o esquecimento

The integration of Biographical Knowledge in research processes is a methodological proposal of critical empiricism that shifts the center of production of knowledge to the referred research objects. We try to show how Biographical Narratives can allow bypassing the locks and the deviations from real observation by the researcher, and focus his work on the actors in process. In the critique of the Eurocentric paradigm and its production of hegemonic scientific papers presentations and speaches, by Bonaventura Sousa Santos (Santos, 2000), proposes the "south epistemologies" as a research process and the inclusion of knowledge of actors as the research field. In the article, we will try to look at the production process of biographical narratives, using the tools of south epistemological proposal. We start with reviewing the methodologies, working on biographical objects, then we will present the preliminary studies and research that has been ongoing in several communities in southern Mozambique, in Djabula Community Centre. These results should be completed with other field works, as we open as a collaborative process discussion on African Studies community. We expect the project to be completed in the coming months, aiming towards the proposal of a "House of memories", in order to develop with the local population through articles, stories, sounds and dances that are selected and will support the chosen narratives by the community. The projects created with local players, from their problems will allow a rapprochement and dialogue between different kinds of knowledge."

As Narrativas Biográficas e as metodologias de investigação-acção sobre a memória e o esquecimento

The integration of Biographical Knowledge in research processes is a methodological proposal of critical empiricism that shifts the center of production of knowledge to the referred research objects. We try to show how Biographical Narratives can allow bypassing the locks and the deviations from real observation by the researcher, and focus his work on the actors in process. In the critique of the Eurocentric paradigm and its production of hegemonic scientific papers presentations and speaches, by Bonaventura Sousa Santos (Santos, 2000), proposes the "south epistemologies" as a research process and the inclusion of knowledge of actors as the research field. In the article, we will try to look at the production process of biographical narratives, using the tools of south epistemological proposal. We start with reviewing the methodologies, working on biographical objects, then we will present the preliminary studies and research that has been ongoing in several communities in southern Mozambique, in Djabula Community Centre. These results should be completed with other field works, as we open as a collaborative process discussion on African Studies community. We expect the project to be completed in the coming months, aiming towards the proposal of a "House of memories", in order to develop with the local population through articles, stories, sounds and dances that are selected and will support the chosen narratives by the community. The projects created with local players, from their problems will allow a rapprochement and dialogue between different kinds of knowledge."

Museologia Informal e Investigação-ação

Este artigo constitui uma reflexão sobre as metodologias de investigação-ação aplicada na museologia informal. Iniciamos o artigo com uma reflexão sobre os Horizontes da emancipação social, a proposta de Boaventura Sousa Santos apresentada em 2000 no seu livro “Critica da Razão Indolente”, para de seguida fazermos uma atualização da nossa reflexão sobre a Investigação-ação aplicada na museologia informal. Constitui o nosso principal objetivo fazer uma reflexão crítica sobre as metodologias que temos vindo a testar.

Olhares sobre a formação do professor de matemática. Imagem da profissão e escrita de si

The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educação Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them

Mala na mão, pé na estrada: à procura de uma pedagogia das singularidades

We make many journeys during our lifetime. In each of them we accumulate experiences that result in an amount of knowledge that constitutes our history. The dissertation presents one of these journeys: that one I took along with students of Pedagogia da Terra project from Universidade do Estado do Rio Grande do Norte UERN to think about the knowledge within their memories in their way from countryside to city seeking for education. I used as main references to this task the ideas of Edgar Morin about Method as Strategy, implication of the subject in knowledge, pertinent knowledge, and knowledge reconnection. And from Paulo Freire I used the concepts of cultural identity assumption and dialog. I built as resource of method the metaphor of the suitcase, called by me the trunk of memory treasures . The use of this cognitive operator makes possible for those students bring their memories to the surface and share them collectively, by the process I name as auto-social- biographical narratives. The explicitness of the memories they choose to reveal by means of these narratives permitted me to understand the metamorphosis of these knowledge since their childhood to nowadays. In order to present an archeology of knowledge within these life histories I chose a narrative writing style concerned with simplicity and lightness, where I use the description of facts and discussions occurred during this journey. My main arguments in systematizing this experience are: scientific production can and should be grounded on knowledge diversity and on a more sensible approach to phenomena; education and pedagogy need to take as starting point and fuel for their practices the singularities of the subjects, their life history, educational background and knowledge resulting from both. Teacher s formation programs which students have mixed, rural and urban, background should value cognitive experiences built in the interaction with that knowledge closer of a sensible logic, deeper grounded in land and nature. Doing so, education can contribute to join diverse knowledge against monocutural forms of thinking and educational practices

Biografia e história: panteonização e iconoclastia em narrativas de Raimundo Magalhães Junior

Pós-graduação em História - FCLAS

Storie di vita e rivoluzione. Biografie e autobiografie di comunardi (1871-1886)

Nell'ambito di un'indagine sull'identità del rivoluzionario nel XIX secolo, calata tra gli attivisti coinvolti nella Comune di Parigi, si è trattato di selezionare quelle autobiografie scritte e pubblicate da comunardi come parte integrante della loro attività politica, e così porre il problema del rapporto tra pratica autobiografica e rivoluzione, ovvero chiarire le condizioni del passage au récit, la scelta autobiografica e insieme la mise en intrigue tra esperienze individuali e rivoluzione. Questa ricerca si presenta dunque come un lavoro sulle pratiche autobiografiche all'interno delle pratiche di attivismo politico, ovvero più specificamente sulla relazione tra autobiografia e rivoluzione. In altri termini si analizza il modo in cui i rivoluzionari narravano la loro identità in pubblico, perché lo avessero fatto e cosa veicolavo in termini di stili di vita e convinzioni particolari. In quanto rivoluzionari, l'autobiografia diviene fonte e parte di ciò che essi reputavano in quel momento la propria traiettoria rivoluzionaria, la narrazione di quella che in quel momento ritenevano comunicare al pubblico come propria identità narrativa. La ricerca si articola in tre momenti. Nel primo capitolo analizzo le biografie, o meglio un piccolo gruppo tra la massa di biografie di comunardi edite all'indomani della Comune da parte della pubblicistica tanto ostile quanto partigiana della Comune. Queste narrazioni biografiche diffuse nei mesi successivi alla repressione della rivoluzione comunalista consentono di affrontare una delle condizioni fondamentali del passage au récit autobiografico che si manifesterà solo posteriormente. Il secondo e il terzo capitolo sono dedicati a due progetti autobiografici di diversa natura: la trilogia autobiografica di Jules Vallès (1879, 1881, 1886) e le Mémoires di Louise Michel (1886).

La migrazione del chagas: Costruzione bio-medica e socio-politica delle malattie tropicali dimenticate

Questo studio propone un'esplorazione dei nessi tra processi migratori ed esperienze di salute e malattia a partire da un'indagine sulle migrazioni provenienti dall'America latina in Emilia-Romagna. Contemporaneamente indaga i termini del dibattito sulla diffusione della Malattia di Chagas, “infezione tropicale dimenticata” endemica in America centro-meridionale che, grazie all'incremento dei flussi migratori transnazionali, viene oggi riconfigurata come 'emergente' in alcuni contesti di immigrazione. Attraverso i paradigmi teorico-metodologici disciplinari dell'antropologia medica, della salute globale e degli studi sulle migrazioni, si è inteso indagare la natura della relazione tra “dimenticanza” ed “emergenza” nelle politiche che caratterizzano il contesto migratorio europeo e italiano nello specifico. Si sono analizzate questioni vincolate alla legittimità degli attori coinvolti nella ridefinizione del fenomeno in ambito pubblico; alle visioni che informano le strategie sanitarie di presa in carico dell'infezione; alle possibili ricadute di tali visioni nelle pratiche di cura. Parte della ricerca si è realizzata all'interno del reparto ospedaliero ove è stato implementato il primo servizio di diagnosi e trattamento per l'infezione in Emilia-Romagna. È stata pertanto realizzata una etnografia fuori/dentro al servizio, coinvolgendo i principali soggetti del campo di indagine -immigrati latinoamericani e operatori sanitari-, con lo scopo di cogliere visioni, logiche e pratiche a partire da un'analisi della legislazione che regola l'accesso al servizio sanitario pubblico in Italia. Attraverso la raccolta di narrazioni biografiche, lo studio ha contribuito a far luce su peculiari percorsi migratori e di vita nel contesto locale; ha permesso di riflettere sulla validità di categorie come quella di “latinoamericano” utilizzata dalla comunità scientifica in stretta correlazione con il Chagas; ha riconfigurato il senso di un approccio attento alle connotazioni culturali all'interno di un più ampio ripensamento delle forme di inclusione e di partecipazione finalizzate a dare asilo ai bisogni sanitari maggiormente percepiti e alle esperienze soggettive di malattia.

A CORAGEM DE SER DE PAUL TILLICH E A VIA CRUCIS DO CORPO DE CLARICE LISPECTOR: Semelhanças e assimetrias em busca de uma leitura teológico-existencial da obra de Lispector

O presente trabalho busca fazer uma leitura teológica da literatura, no caso específico do livro ―A via crucis do corpo‖ de Clarice Lispector. O pressuposto teológico que se usa para fazer tal análise é o da teologia de Paul Tillich, tanto a partir de sua Teologia da cultura quanto de seu conceito de coragem de ser. Para tal intento foi necessário seguir vários passos, sendo que o primeiro é retratar a discussão sobre o que é e como deve ser uma pesquisa que englobe teologia e literatura. Em segundo lugar foram expostas narrativas biográficas tanto de Clarice Lispector quanto de Paul Tillich que fossem iluminadoras da temática. Subseqüentemente o livro ―A via crucis do corpo‖ foi apresentado juntamente com a obra geral de Clarice Lispector, e os pontos teóricos básicos da teologia de Paul Tillich utilizadas no trabalho foram discutidos. Por último, a teologia estudada de Tillich foi aplicada nos contos do livro ―A via crucis do corpo, surgindo assim uma leitura teológico-existencial da obra e propondo uma forma existencial de se analisar a literatura.