Narrativas do projeto “Escape Classroom”: espaço formativo de desenvolvimento de saberes docentes no curso de licenciatura em química

Abstract

Narrative research has the potential to understand experiences in society and, in particular, to think about the training process of subjects in the present time. In the process of teacher education, this type of research makes it possible to understand how undergraduates subjectively construct their singularities and identities, beyond the normative curricularization and, in particular, the teaching knowledge that is particular to each individual-teacher. In this sense, it is important to give voice to undergraduates in order to understand how this process takes place during their initial training. This work emerged from my encounters with knowledge, social relations, curricula and resignifications during my journey through the research project “Escape Classroom: collaborative and innovative activities in Basic Education Chemistry classes”. The objective of this course completion work is to identify the contributions of this project to the construction of the teaching identity of two undergraduate students in Chemistry from UTFPR-LD who are participating in the project, in particular the potential of this space for another experience for the development of knowledge necessary for teaching. Therefore, this work used an investigative and qualitative approach to listen to two undergraduates in chemistry who participated in the Escape Classroom project, in order to know and record their narratives about the experience of working in the project. The narrative research, focusing on life stories, consisted of an interview conducted using a semi-structured questionnaire to guide the processes of memory and self-report, which took place remotely, with the help of the meeting platform Google Meet. The narratives produced were analyzed under the inspiration of content analysis, proposed by Bardin. The production of the metatext was given as an organization of registration units, organized into four emerging analytical bundles: i) knowledge of professional training; ii) disciplinary knowledge; iii) curriculum knowledge; iv) experiential knowledge. By giving voice to undergraduates, understanding their experiences, attributed meanings, meanings and marks of the experience – subjectivations that were exercised to build a set of teaching knowledge, we were able to understand the process of construction of the teaching identity of these individuals. Furthermore, the recorded narratives showed that the project acts as a space for experience other than the classroom - in the development of teaching knowledge, producing significant marks in the formative trajectory of the interviewed undergraduates. We believe that the exercise of listening to the narration - of oneself, the other and us - promotes reflections on the practice and recalls training experiences. Therefore, by giving voices to these subjects, we enable them to give new meanings to their experientialities and this practice of remembering becomes an essential element for the (re)construction of the teaching identity.