As narrativas de experiência como paradigma formacional: interface entre a educação de jovens e adultos e a educação infantil

Abstract

This work seeks to discuss about possible existing approaches between Youth and Adult Education and Early Childhood Education regarding the point of view of teacher training that occurs through experience narratives. To help us think about the context, we searched for the concept of professionality brought by Nóvoa (1995) and that of professorship by Pereira (2016) and the narratives of experience based on Macedo (2015) and Josso (2004, 2020). Methodologically, it is built from a qualitative approach, in which dialogues intersect between theoretical references that encompass professional construction and narratives from the point of view of the (auto)biographical method. Thinking about training by different segments is to embark on an adventure of (mis)paths, through which we set ourselves in motion and exposure to the search for new knowledge and perspectives. Among the elements that guide the study, we have: narratives as a source of production of multiple meanings, the complexity that involves EJA and Early Childhood Education and experience as part of the training process and a tool of great subjective value in teacher education.