Writings of a time that crosses

provocations drawn up by Pedagogues in training

Abstract

In order to problematize the crossings in the temporality (Delory-Momberger, 2012) of the constitution of pedagogues that intertwine within the profession as an itinerancy of authorial announcements (Freire, 1999), we designed this text by combining words that carry the teaching time in the movement of life-formation and that invite us to land and recognize, in an attentive way, the itineraries lived in the existential multiplicity with the encounters forged in the school environment, in the paths and paths that resonate in the daily life of the profession. To this end, we have demarcated the methodological path in training research (Josso, 2004) in dialog with the (auto)biographical perspective in education (Passeggi and Souza, 2017) through training narratives. We organized the analysis of the narratives in the process of thematization (Fontoura, 2011) in order to combine teaching identity and subjectivity to produce uprisings in the face of the context of the emptying of teaching in its entirety. We conclude that the temporality of life-teacher training evokes the gestation of meanings when the pedagogical path is problematized in the direction of (creating) action and authorship of everyday knowledge and know-how. This knowledge is full of meaning in the context of the school and the socio-historical affirmation of the profession, in a relationship of living and narrating in order to entangle and build a time of learning that is singular and collective and socially just.