Narratives of experiencing in the Pedagogical Residency Program: cartographies of becoming-teacher
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26257.072Abstract
This study investigated teacher education within a subproject of the Pedagogical Residency Program, following residents’ narratives as a field of analysis for the processes of subjectivation that traverse the becoming-teacher. In articulation with narrative research, cartography guided the monitoring of the formative paths of two residents, mapping lines, inflections, and displacements produced in the encounters lived in the daily school routine. By mobilizing memories and stories in these encounters, narratives operate in the elaboration of experiences that are constituted when, in the formative path, the event erupts and affects, engendering movements of deterritorialization and (re)territorialization. The analyses indicate that teacher education is not organized in a linear way, but as a process crossed by multiple layers, in variation between forces of normalization and openings to experimentation. In this context, the program emerges as a paradoxical territory in which, through experience, lines of flight break through and set a becoming-teacher in motion.
Keywords: Discourses. Teacher education. Teacher subjectivation.
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