Teachers’ narrations and evaluation of learning: crossings, time lived in oneself and in other

Abstract

In the present article, arguments are elaborated that bring out the process of investigation-formation as a place of permanent formation of teachers. A snip is devised from a survey, which is in line with the discussion of the training of mathematics teachers through a process of experiencing life stories, aiming to investigate the meanings of learning assessment. Theoretically and methodologically, we consider the scenario of research-training am (auto)biographical approach, so that the narratives, when they mobilize the subjectivity of teachers, they demarcate the experiences of a time lived in himself and in another. These narratives were conducted with three teachers of mathematics in basic education by generating themes, considering marks and problematizations about educational practices. Thus there are meanings that the storytelling process rework, and reflective signs and possible changes are produced. Thus, research has acquired a drawing interweaves past-present- future time and that hermeneutically interprets the work with the subject, pointing out the research as a practice of (self) training in a reflective and critical perspective  of/in pedagogical praxis.