Um modo de significar a formação docente pelo olhar do professor-formador

Abstract

The descriptive and reflective qualities of narrative writing allow, to the subject who write it, go into in the historical and social domensions of their professional trajectory and in interrelations that form it.  Therefore, it becomes a possible way of questioning the of his professional practice and transgressing possible actions that do not change. Based on this context, the present work proposes to make a dialogue about the meanings and senses that permeate the dynamics of continuing education of teacher, but by the view of those who planned them – the subject we call as teacher- trainer. For this purpose, with the theorical contribuition of the historical –Cultural Psychology and indicting paradigm methodological, we will analyze the written reflexive narratives of the teacher-trainer from her experiences as responsible for continuing training courses on pedagogical practice for teacher snd educator of a public education network in São Paulo. The written narrative of the teacher- trainer’s experience became a way of elaborating new plans of formative actions  in view of what she observed that it was important for  teachers and educators to learn about pedagogical planning in the courses.Thereby, the concept of formation, as something dynamic and to be built in the course became the reason for reflection.