Narrative Learning in the Fabric of Other Possible Curricula with Beginning Teachers

Movements of a Research-Training

Abstract

The study in question sought to ask: how do beginning teachers learn and weave other possible curricula in the process of constituting teaching in the movements of research-training? Its objective is: to understand the teaching learning processes and curricular textures in research-training narratives with beginning teachers. The theoretical-epistemological basis included: Josso (2010), Goodson (2019), Ricoeur (2010), Certeau (2012), and others. It is a research-training carried out with four beginning teachers from Caxias-MA and used the methodological devices: research diary, narrative writing, conversations and immersion in school daily life. The results show the creative and creative power of research with beginning teachers weaving other curricula, knowledge and learning, thus engendering new states of being, thinking and narrating the subject.