Teacher training enhanced by Benjaminian remembering practices

Authors

  • Cyntia Simioni França Docente do Programa de Mestrado em História Pública da Universidade Estadual do Paraná

DOI:

https://doi.org/10.5212/PraxEduc.v.14n2.016

Abstract

This paper is a doctoral level research cutoff that was unfolded in an action research of teacher training with public school teachers of Basic Education, in the city of Londrina, in the state of Paraná, Brazil. The work carried out involved practices of memories and narratives for movements to strengthen the human dimension of teachers, the (re)signification of teaching, the perception of the present and the search for another future. In order to develop this formative project, the work Odisseia, by Homer, was the means of reflection that potentiated the remembering of the teachers. Such remembrance enabled the production of singular chronicles of teachers, which capitalist modernity (BENJAMIN, 2007; GIDDENS, 1991) has sought to silence, as well as to erase the singularities of the subjects. In this sense, we start from the lived experiences of the teachers, following the perspective of aesthetic rationality (MATOS, 1989; GALZERANI, 2008, 2013) and we search for gaps to operate against the grain of instrumental rationalist models (CONTRERAS, 1994) of teacher training.

 

Keywords: Remembrance. Narratives. Teacher training.

Author Biography

  • Cyntia Simioni França, Docente do Programa de Mestrado em História Pública da Universidade Estadual do Paraná

    Doutora em Educação - Unicamp

    Mestre em História e Graduada em História - UEL

    Membro do Grupo de Pesquisa GEPEC e KAIRÒS, ambos da Unicamp

    Membro do grupo de pesquisa Rastro da Universidade Estadual de Londrina

    Atuo na área do ensino de história na interface com a história Pública e a educação, n programa de Mestrado em História Pública da Universidade Estadual do Paraná.

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Published

2019-05-30

Issue

Vol. 14 No. 2 (2019): Seção Temática: PPGE-UEPG: 25 anos de história

Section

Artigos

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How to Cite

Teacher training enhanced by Benjaminian remembering practices. Práxis Educativa, [S. l.], v. 14, n. 2, p. 699–715, 2019. DOI: 10.5212/PraxEduc.v.14n2.016. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13209. Acesso em: 30 apr. 2026.