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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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | spa por |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2023
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| Materias: | |
| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599 |
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Revistas en línea |
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Revistas en línea |
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Saberes y prácticas. Revista de Filosofía y Educación |
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Saberes y prácticas. Revista de Filosofía y Educación |
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I-11 |
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spa por |
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Online |
| author |
Günzel, Rafaela Engers Machado Dorneles, Aline |
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Günzel, Rafaela Engers Machado Dorneles, Aline Escribir, experimentar y narrar: experiencias ambientales en la constitución docente Educación Ambiental Diario Formación de profesores Environmental Education Daily Teacher Training Educação Ambiental Diário Formação de Professores |
| author_facet |
Günzel, Rafaela Engers Machado Dorneles, Aline |
| author_sort |
Günzel, Rafaela Engers |
| title |
Escribir, experimentar y narrar: experiencias ambientales en la constitución docente |
| title_short |
Escribir, experimentar y narrar: experiencias ambientales en la constitución docente |
| title_full |
Escribir, experimentar y narrar: experiencias ambientales en la constitución docente |
| title_fullStr |
Escribir, experimentar y narrar: experiencias ambientales en la constitución docente |
| title_full_unstemmed |
Escribir, experimentar y narrar: experiencias ambientales en la constitución docente |
| title_sort |
writing, experiencing and narrating: ambient experiences in the constitution of teacher |
| description |
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. |
| publisher |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) |
| publishDate |
2023 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599 |
| topic |
Educación Ambiental Diario Formación de profesores Environmental Education Daily Teacher Training Educação Ambiental Diário Formação de Professores |
| topic_facet |
Educación Ambiental Diario Formación de profesores Environmental Education Daily Teacher Training Educação Ambiental Diário Formação de Professores |
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1800221107321569280 |
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I11-R110article-65992023-06-26T11:54:05Z Writing, experiencing and narrating: ambient experiences in the constitution of teacher Escribir, experimentar y narrar: experiencias ambientales en la constitución docente Escrever, experienciar e narrar: experiências ambientas na constituição docente Günzel, Rafaela Engers Machado Dorneles, Aline Educación Ambiental Diario Formación de profesores Environmental Education Daily Teacher Training Educação Ambiental Diário Formação de Professores 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. Se asume la investigación narrativa (auto)biográfica como forma de documentar las experiencias ambientales de la formación del profesorado. Así, se presentan las narrativas de experiencias que involucran la Educación Ambiental en la formación inicial de un profesor-investigador, que muestran que el tema de su investigación de maestría está relacionado con las experiencias ambientales vividas en el contexto escolar y académico reforzando la perspectiva de la investigación a partir de los recuerdos de la infancia y el reencuentro con las narrativas construidas en la formación inicial. Presenta comprensiones relacionadas con la formación ambiental del profesorado y el potencial del proceso narrativo (auto)biográfico centrado en las narraciones revividas y recontadas al recuperar el diario de formación del profesor-investigador. Se argumenta que el acto de documentar la experiencia de formación muestra el potencial de la investigación narrativa y reafirma la importancia de la escritura (auto)biográfica en el proceso de investigación. Assume-se a investigação narrativa (auto)biográfica como modo de documentar as experiências ambientais da formação docente. Desse modo, apresentam-se as narrativas das experiências envolvendo a Educação Ambiental na formação inicial de uma professora-pesquisadora, as quais mostram, que a temática da sua pesquisa de mestrado está relacionada com as experiências ambientais vividas no contexto escolar e acadêmico reforçando a perspectiva da investigação a partir das memórias da infância e o reencontro com narrativas construídas na formação inicial. Apresentam-se compreensões relacionadas a formação docente ambiental e as potencialidades do processo narrativo (auto)biográfico centrado nas narrativas revividas e recontadas ao resgatar o diário de formação da professora-pesquisadora. Argumenta-se que o ato de documentar a experiência de formação mostra às potencialidades da pesquisa narrativa e reafirma a importância da escrita (auto)biográfica no processo de investigação. Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2023-01-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos evaluado por pares application/pdf text/html https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599 10.48162/rev.36.069 Saberes y prácticas. Revista de Filosofía y Educación; Vol. 7 Núm. 2 (2022): Dossier: Investigación Narrativa en Educación. La intimidad y el detalle en la condición biográfica; 1-10 2525-2089 spa por https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599/5407 https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/6599/5408 Derechos de autor 2023 Rafaela Engers Günzel, Aline Machado Dorneles https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
