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Abstract(s)
Do desafio da investigação sobre o conhecimento dos professores emerge a necessidade do autoconhecimento como forma de recuperar a identidade e a intencionalidade pedagógica: reconhecer o que pensamos, acreditamos e, sobretudo, o que sabemos profissionalmente (Fenstermacher, 1994). Do conhecimento epistémico (quer científico, quer pedagógico), assim como da experiência prática, resulta o desenvolvimento do conhecimento profissional do professor, quando apoiado em momentos de reflexão e de trabalho colaborativo e ainda em aprendizagem e formação contínua. Tomando como objeto o próprio percurso de investigação e usando o estudo autobiográfico como instrumento de aprendizagem e construção do próprio investigador (Abrahão, 2003), parte-se da questão de Kelchtermans (2017): “Porque é que os professores estão a fazer o que estão a fazer da forma como estão a fazer?” para abordar a complexidade do conceito de conhecimento epistémico docente. Narra-se o percurso marcado pelas incertezas mas também pela procura da autocompreensão e consciência de si mesmo na docência. A deslocação entre os tempos da narrativa – passado e presente – lança novas questões em direção ao futuro, já que o investigador-narrador toma consciência das transformações durante o seu exercício profissional. Conclui-se que a reflexão e o registo autobiográfico constituem processo de formação docente relevantes por favorecerem a metacognição da ação docente, servindo de referência metodológica para o trabalho curricular.
The challenge of research into teacher knowledge is the need for selfknowledge as a way of recovering pedagogical identity and intentionality: recognizing what we think, believe and, above all, what we know professionally (Fenstermacher, 1994). Epistemic knowledge (both scientific and pedagogical), as well as practical experience, results in the development of teachers’ professional knowledge, when supported by moments of reflection and collaborative work, as well as continuous learning and training. Using the autobiographical study as a tool for learning and building the researcher’s own knowledge (Abrahão, 2003), we start from Kelchtermans’ (2017) question, “Why are teachers doing what they are doing in the way they are doing it?” to address the complexity of the concept of teacher epistemic knowledge. It recounts the journey marked by uncertainties but also by the search for selfunderstanding and self-awareness in teaching. The displacement between the times of the narrative – past and present – raises new questions for the future, as the researcher-narrator becomes aware of the transformations during his professional practice. The conclusion is that reflexive and autobiographical recording are a relevant process in teacher training as they encourage metacognition of teaching action and serve as a methodological reference for curricular work.
The challenge of research into teacher knowledge is the need for selfknowledge as a way of recovering pedagogical identity and intentionality: recognizing what we think, believe and, above all, what we know professionally (Fenstermacher, 1994). Epistemic knowledge (both scientific and pedagogical), as well as practical experience, results in the development of teachers’ professional knowledge, when supported by moments of reflection and collaborative work, as well as continuous learning and training. Using the autobiographical study as a tool for learning and building the researcher’s own knowledge (Abrahão, 2003), we start from Kelchtermans’ (2017) question, “Why are teachers doing what they are doing in the way they are doing it?” to address the complexity of the concept of teacher epistemic knowledge. It recounts the journey marked by uncertainties but also by the search for selfunderstanding and self-awareness in teaching. The displacement between the times of the narrative – past and present – raises new questions for the future, as the researcher-narrator becomes aware of the transformations during his professional practice. The conclusion is that reflexive and autobiographical recording are a relevant process in teacher training as they encourage metacognition of teaching action and serve as a methodological reference for curricular work.
Description
Keywords
Conhecimento docente Estudo autobiográfico Narrativa autobiográfica Aprendizagem e formação contínua Teaching knowledge Autobiographical study Autobiographical narrative Learning and continuous training