Ação de ensinar: atividades impressas, narrativas e saberes

Abstract

This article presents reflections about the process of elaborating printed activities commonly used in teaching and the knowledge that underlies the choices made in this process. The study is supported by theoretical and methodological assumptions of (auto)biographical research, aiming to make visible and problematize teaching experiences in elaboration of printed activities and reflect on sources of their knowledge. It is the result of a search with teachers from the 4th and 5th years of Elementary School of a public school. The sources of information were narratives mobilized by printed activities developed by the participants. The interpretative analysis was performed considering the meanings that permeate the singular history of each teacher and the common elements shared by them, which are powerful for the educational discussion. We identified that the intentionality of the elaborated activities; and the referring aspects to the typology and way of use are related to the knowledge that is built and rebuilt along the trajectory, through experiences from different sources and self-reflection of the action. We emphasize the importance of making experiences visible in the action of teaching, stimulating the circulation and reflection of these experiences in proposals aimed at collective action, in order to provide new meanings in the action of teaching.