The educational parameters of neoliberal schools have transformed traditional social expectations about teachers. As some authors have suggested, “teacher uneasiness” is an appropriate category of analysis to understand and interpret the effects that such expectations can have on teachers’ professional identity. In this research, autoethnography was specifically chosen as an investigative and, at the same time, formative modality, ideal for determining the way in which a Social Sciences teacher in Spanish secondary education experiences his own uneasiness. According to the information in the teacher/researcher’s diary, collected during fieldwork carried out over two years, and processed by content analysis, this phenomenon can be generated by causes that are still unnoticed in the existing literature. Specifically, we could identify up to four subcategories from the data itself: the weight of tradition; daily overexertion; no time; and resignation after wear and tear. We conclude with vindications both of the theoretical category used, and of the usefulness of autoethnography in this type of empirical project. In any case, we also recommend new research that allows us to compare and expand the results and conclusions obtained herein.

Admitindo que a criança tem o direito assegurado de se expressar sobre questões que lhe dizem respeito, o objetivo deste artigo é discutir a importância de tomar em consideração a palavra de crianças com doenças crônicas, implicando escutar o que têm a dizer sobre as experiências vividas nas travessias entre a saúde e o adoecimento, a escola e o hospital. A pesquisa foi realizada com seis crianças hospitalizadas, recorrendo a uma situação de faz de conta. A base teórica fundamenta-se nas propostas de Jerome Bruner sobre a capacidade da criança em se tornar narradora, nos estudos de Paul Ricoeur sobre a atividade humana de se compreender ao dar sentido à experiência vivida e numa certa visão de aprender para o bem-estar (KICKBUSCH, 2012). As análises permitem discutir a agentividade da criança, sua capacidade para acolher o outro, a importância das classes hospitalares para o seu bem-estar e como se tornam “experts” no convívio com a doença nas transições peculiares de sua condição de criança no convívio com o adoecimento.

In recent decades, discourse on quality, school effectiveness, autonomy, and accountability, among other topics, has been used to try to transform schools. This paper explores this situation from the teaching perspective of one of its authors. Using autoethnography as a research and formative strategy, a mixed category system is constructed by combining a central category (“Neoliberal school”) theoretically and deductively with three other subcategories of an emergent and inductive nature according to the parameters of grounded theory. The results reflect different perceptions of neoliberal educational discourse that depend on the discursive field in question (policy framework, school, department, or classroom). The conclusions underline the potential of autoethnography for understanding the current school reality and teacher professional development.

Pedagogika. Socialinių mokslų srities Lietuvos edukologijos universiteto žurnalas, apimantis švietimo ir ugdymo srities problematiką. Naujausi moksliniai, praktiniai tyrimai.

The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional changes, agreements, and the personal and professional experiences of each teacher. Originality: among the four dimensions that the project addresses (teaching development, experience, interactions and inclusion into organizations), we selected the approach of experience, focusing on the joint of knowledge of practice and professional identity. The method: The narrative research has researchers from the universities of Minho-Pt, Évora-Pt and UFR / UFMT / Br. As strategy, we opted to constitute the research corpus with narratives from three teachers of children. One from Brazil and two from Portugal, with 20 to 30 years of teaching practice. The question is, what are the most significant learnings identified by teachers? How is experience constituted as professional development? What experiences with children do teachers report as the most significant? To conclude, research shows that interactions with children, professional peers, and communities are the main pillar for the (re) construction of professional identities.

This article aims to present the formative results obtained through the research-action-training device “Biographical workshop: learning about life and profession” (BW), proposed and implemented as a university extension activity in a higher education institution in Northeastern Brazil. Inspired by the epistemological and methodological bases of biographically oriented approaches in Education, the device was built with the intention of promoting, through biographical narrative, a reflective exercise both individual and collective focused on the exploration and reconstitution of personal and professional trajectories of the participants. The analyses produced from the narratives in its scope allow us to understand the different elements that give body and meaning to the trajectory of the participants in the course of their academic and professional training. Moreover, it was possible to apprehend the formative process inscribed in the mobilization of the narrative records, oral and written, and its effects for the participants. We conclude that BW is a powerful research-action-training device in that it articulates and values both the subject and the professional who is formed through lived experiences, integrating the spheres of life for an implicated, reflective and conscious professional action.