TEACHER AUTOBIOGRAPHIES AND THE NEED FOR THE RETURN OF THE FEMALE VOICE IN THE TRAINING OF SCIENCE TEACHERS
This study is based on the assumption that teacher training implies the promotion of a context for development in the intellectual, social and emotional dimensions of adults, through reflexivity and critical thinking arising from the act of narrating about themselves. In order to promote this contex...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/12782 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12782 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação de professores Ensino de Ciências Pesquisa qualitativa Jornada do Herói/Heroína Feminilidade Teacher training Science teaching Qualitative research Hero/Heroin's Journey Femininity Formación de profesores Enseñanza de las ciencias Investigación cualitativa El viaje del héroe / heroína Feminidad |
| Sumario: | This study is based on the assumption that teacher training implies the promotion of a context for development in the intellectual, social and emotional dimensions of adults, through reflexivity and critical thinking arising from the act of narrating about themselves. In order to promote this context, we bring reflections about the formative trajectory of one of the researchers, which was presented in a doctoral thesis together with autobiographical narratives of other teacher-trainers of an Amazonian Higher Education Institution (HEI). This article consists of an evaluation of this qualitative research and analyzes the trajectory of tthe researcher's education, which was structured based on the Hero/Heroine Journey. We conclude that the training of both the researcher and the graduate teachers in Biological Sciences that participated in the doctoral research cited, took place within a positivist paradigm of science, in which experimentation, objectivity and quantitative research predominate, even if they act in environments where there is a need to reconcile this approach with the emerging paradigm of science, in which there is room for qualitative research, subjectivity and narratives. It is also understood that there is a need for the return of the female voice in science and in teacher training, but that this is not an easy and fast process, which requires a lot of political, financial, institutional and personal effort, and that the reflection provided by narrative, especially the one supported by the Hero's Journey is a promising path in the processes of permanent teacher training. |
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