Anaisa Alves de Moura
I have a degree in Pedagogy from the Universidade Estadual Vale do Acaraú (2006). Specialist in School Management by the INTA Faculties (2009). Specialist in Educational Sciences from the INTA Faculties (2013). Specialist in Psychopedagogy and Special Education at Universidade Cândido Mendes – UCAM – Rio de Janeiro (2014), Specialist in Distance Education at Universidade Norte do Paraná – UNOPAR (2015), Master in Education Sciences – Universidade Lusófona de Humanidades e Tecnologias ULHT – Lisbon – Portugal and recognized by UFMG.- Federal University of Minas Gerais and PhD student in Education Sciences (2017) by the University of Humanities and Technologies – ULHT – Lisbon/ Portugal. Currently a professor of health courses at Centro Universitário UNINTA and professor of the Pedagogy course in EAD in the discipline Supervised Internship III at UNINTA-EAD. , researcher at the Group of Studies and Autobiographical Research – GEPAS registered at CNPq and member of the scientific editorial board of Editora Ibero-Americana e Estudos em Educação.
Areas of academic and scientific interest
- Teacher training
- Life Stories of Higher Education Teachers
- Os professores do ensino superior e suas histórias de vida
- Doctorate Professor José Gregório Viegas Brás
- Doctorate Professor Andréa Abreu Astigarraga
In the context of the current development of educational research, it is undeniable the presence and the ever growing essentiality that studies with and about teachers’ life stories have been acquiring. Therefore, based on the above mentioned, the main question is: to what extent the life stories of higher education teachers relate to their personal and professional training and their successful trajectories?
Thus, we found anchor to continue on the tracks of the narratives of life stories with the main objective of this study to identify and analyze the relationship between life stories and personal, academic and professional training of higher education teachers with successful careers from the autobiographical perspective valuing the experiential learning acquired throughout life. Considering the discussions held in the last decades about teachers’ training, it is possible to notice a line of thought that encourages the construction of teachers’ autonomy, through training practices based on reflection, interaction and investigation. It is a qualitative research of the life stories type and based on the exposed, the (auto) biographical approach, the narratives and life stories, the studies of Bueno (2002); Momberger (2008); Pineau (1980); Sarmento (2005); Tardif (2006); Ferrarotti (1998); Josso (2004); Nóvoa (2000); Souza (2008), Alheit (2006), among others, will contribute to the construction of the theoretical methodological references of this study. These authors state that listening to the narratives of the stories that make up the lives of teachers is to provide opportunities for reflection, presenting alternatives that can help in their training and that of others. The reflections undertaken point out that the life stories are presented as an important methodology in teacher education for the possibility that they provide, because when the teacher narrates his/her life story, he/she can use this self-reflection to (re) plan future actions, having in mind his/her professional and personal development. It is considered that in the formation of the teacher there are moments that can ally knowledge of the experience, that allow the construction of new meanings to the professional making, that is, that allows the formation of a conscious teacher, autonomous, critical and responsible in front of the current challenges.