ABSTRACT
In this paper, we addressed the potential of narrative as the mobilizing axis of the curriculum of a continuing education program for literacy teachers who work in cities in the west of Mato Grosso do Sul (MS) state, Brazil, near the Bolivian border. Our documentary and bibliographic study aimed at discussing consequences of autobiographical narrative as an ambivalent Education tool since it not only enables reflection and construction of knowledge about oneself in both professional and personal dimensions but also works as a sui generis element of teaching professionalization. The main material of our analysis was a set of final term papers (FTP’s) written by the literacy teachers. We were able to constitute two meaning nuclei resulting from the participants’ productions: (i) literacy teachers’ practices - curriculum of professional experience; and (ii) narrative as an educational instrument - curriculum of writing about oneself. The analysis showed the relevance of narrative as the foundation of continuing Education, since it enabled teachers to experience an important space where they listen and speak, record and reflect, (re)constructing their ways of being and working. We may also reassure that actions proposed by continuing Education programs should be based on teachers’ specific needs, constant reflection on their practices to develop a space for investigation and authorship that triggers clear-cut awareness of professional identity and the paths of professionalization.
Keywords:
Teacher Education; Professionalization; Writing about Oneself