This study aims to analyze the positions of "I-voices” and movements throughout a training process offered by the Plano Nacional da Formação de Professores da Educação Básica (PARFOR) (National Plan of Basic Education Teachers Formation) at Serrinha, Bahia, Brazil. The research was based on the theoretical and methodological framework of the dialogical self of Hermans et al (1992), Hermans, Hermans Konopka (2010), Bakhtin (2010), Salgado et al (2007), and Valsiner (2012). Ten teachers-students were interviewed using a qualitative research study of multiple cases. The techniques of data collection were mapped as a dialogical self, with narrative interviews and diagrams of I-positions. The analysis of the I-voices and dialogues resulted into the following categories: I-mother <--> I-wife; I-teacher <--> I-student; support <-->no support; explicit curriculum <--> experiencied curriculum; family expectations <--> valorization of education. The “I-positions dialogues” highlighted tensions and ambiguities that characterized the experiences during the formation of PARFOR. To cope with the challenge of teaching, learning and giving support to their family’s needs at the same time, the teachers-students showed a perception of incompleteness, the need for new knowledge and investment in new formations. In doing so, they may arrive to educational levels previously unimaginable.
Ivonete Barreto de Amorim, Universidade Católica do Salvador, Brazil
Elaine Pedreira Rabinovich, Universidade Católica do Salvador, Brazil
Stream: Qualitative/Quantitative Research in any other area of Psychology
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