A trajetória narrativa: Histórias sobre a formação do professor de línguas e sua práticca pedagógica

Resumo

In this paper, I introduce the theoretical and epistemological bases of Narrative Inquiry in close association with a recent trend in the area of teacher education curriculum called Arts-Based Teacher Educational Research. These alternative methodological paradigms are important to the area of Applied Linguistics and language studies, not only because stories are both the method and the object of investigation, but also because Narrative Inquiry and Arts-Based Educational Research are concerned with new forms of knowledge representation drawn from research practiced in our schools and language clasrooms. O depart from the origins of Narrative Inquiry and explore one of its epistemological axis - the teacher's personal practical knowledge and its compnentes. Later, I discuss the instruments for and procedures of collection and reflection upon de documentary materials (stories, poems, drawings, painting, photographers, memory boxes, objects, etc.). Finally, I conclude with a few examples to ilustrate this mode of inquiry.