Research-training with Science and Biology Women Teachers from an (Auto)biographical Approach

Abstract

Abstract: This article presents a research-training in which we tried to understand the contributions of the Federal Institutes to the training process of Science and Biology teachers by trying to answer: What do the teachers graduated from the teacher-training course in Biological Sciences at a Federal Institute in the Midwest of Brazil reveal narratively as contributions from the training context to their personal and professional development? The interest is on the meanings given to the narratives made by the teachers when they think-narrate-listen-edit collectively their training process during a research-training device. By using the theoretical-methodological contributions of the (auto)biographical approach we described in the first story of the article the research-training device, in which the teachers narrated-listened-edited their autobiographical narratives about their life and professional histories. In the second story, we carried out an interpretative exercise of the narratives from a paradigmatic analysis, emerging three themes, of which allowed us to read the social in the individual, by establishing links between the histories and the social-historical aspects. We concluded that The Federal Institute allowed those women to graduate as teachers without the necessity of moving to urban centers or even to attend distance learning. They have taken to basic education classrooms all the knowledge they acquired during their initial and continued training. The work with the teachers’ narratives can be formed with training proposals in a biographical-narrative perspective, by giving value of knowledge to the subjectivities and experiential learning which were brought up for a reflection exercise on teachers’ experiences.

Keywords: (Auto)biographical approach. Teacher training. Federal Institute of Education, Science and Technology.