摘要：This article reflects on the role of narrative in the training of teachers and researchers, on the basis of a research project carried out in a public school through a joint reflection on practices in the school context. In this context, the spaces of investigation were one of the school’s collectives, the narrative of these meetings, the interviews made with the teachers and texts of different genres written by them. To tell lived experiences involves to review conceptions and practices and to retrieve personal and professional stories, which proves to be crucial for the training of teachers and researchers. In this process of training in context, the encounters and dialogues between these professionals have led to reflections that may promote the transformations that are necessary for the construction of a quality school and other forms of proximity between the school and the university. Key words: narratives, professional training, educational research.
其他摘要：This article reflects on the role of narrative in the training of teachers and researchers, on the basis of a research project carried out in a public school through a joint reflection on practices in the school context. In this context, the spaces of investigation were one of the school’s collectives, the narrative of these meetings, the interviews made with the teachers and texts of different genres written by them. To tell lived experiences involves to review conceptions and practices and to retrieve personal and professional stories, which proves to be crucial for the training of teachers and researchers. In this process of training in context, the encounters and dialogues between these professionals have led to reflections that may promote the transformations that are necessary for the construction of a quality school and other forms of proximity between the school and the university. Key words: narratives, professional training, educational research.
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