Escribir, experimentar y narrar: experiencias ambientales en la constitución docente

It is assumed the narrative research (auto)biographical as a way to document the environmental experiences of teacher training. Thus, we present the narratives of experiences involving Environmental Education in the initial training of a teacher-researcher, which show that the theme of her master�...

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Detalles Bibliográficos
Autores principales: Günzel, Rafaela Engers, Machado Dorneles, Aline
Formato: Online
Lenguaje:spa
por
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2023
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Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599
Descripción
Sumario:It is assumed the narrative research (auto)biographical as a way to document the environmental experiences of teacher training. Thus, we present the narratives of experiences involving Environmental Education in the initial training of a teacher-researcher, which show that the theme of her master's research is related to environmental experiences lived in the school and academic context reinforcing the research perspective from the childhood memories and the reunion with narratives built in the initial training. It presents understandings related to environmental teacher training and the potential of the (auto)biographical narrative process centered on the narratives relived and retold when retrieving the teacher-researcher's training diary. It is argued that the act of documenting the training experience shows the potential of narrative research and reaffirms the importance of (auto)biographical writing in the research process.