EXPERIENCES IN HIGHER EDUCATION: MEANINGS FOR TEACHING IN NARRATIONS

Abstract

This article presents reflections on a research in development that counts on the participation of a group of experienced teachers and beginners who work in Higher Education. These are reflections that start from the following questions: How do teachers narrate the constitution of teaching in higher education through the experiences they experience in identity processes? What dilemmas and challenges are experienced by teachers in specific contexts of knowledge production and professional knowledge? Some of the results are presented here, focusing on the narrative analysis of two experienced teachers. Anchored in the ontological and epistemological foundations of narrative inquiry, we assume the perspective of Narrative inquiry, whose centrality lies in the understanding of the singularity of experience, woven in the narrative three-dimensionality that involves relations, times and places. We seek to understand the constitution of teaching as a narrative phenomenon, which signals the epistemes that guide the teaching work.