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Revista Lusófona de Educação

versão impressa ISSN 1645-7250

Resumo

OLIVEIRA, Marilda Oliveira. Class diary as a methodological instrument in the teaching practice. Rev. Lusófona de Educação [online]. 2014, n.27, pp.111-126. ISSN 1645-7250.

This text presents a reflection about the production of class diary (Zabalza, 2004) as a methodological instrument for teaching practice in the supervised teaching practice in visual arts. Through the research problem -what is the importance and place of the class diary to the student teachers? we aim at explaining what this instrument consists of(visually and textually) and the way it has been used in the Visual Arts Teaching Minor and Major. The concept of teaching practice diary, named in this research as TPD was generated throughout 2010 and 2011, although only in 2011 it began to be presented once a month in the university context, where each student-teacher dealt with the last period (month) of work. The idea of presenting the teaching process in an amplified way improved the narrative reflection. We need to take a step back to examine the work done in order to list elements, which characterize the teaching period that comprehended at least four classes. The diary presentation in the advising meetings became an expected moment by the ones involved in the teaching process and a moment of great satisfaction to those who presented as well as to those who discussed. The qualitative methodology followed the biographical and narrative approach. According to the terminology of Pujadas (1992), class diaries as research material are any type of register elaborated by the teacher during his/ her work development (letters, notebooks, diaries, photographs, videos, movies or any other type of visual or textual production). When we use autobiography as a research approach we narrate ourselves, we talk about our historically built experiences from the place we occupy. Those are the stories that produce particular identities that are different of any experience narrated by another person. We followed teaching practice diaries of six student teachers during the first and second semester of 2011, concerning the student teaching third and fourth levels of the Visual Arts Minor and Major’s supervised training practice. This instrument caused alterations in the way each student teacher began to narrate him/herself and their teaching experience. By means of the selected material in the research it was possible to perceive the student teacher’s ways of seeing, the teaching process of development in visual arts and the way this professional chooses to deal with his/her formative process during the four semesters of supervised teaching practice. The six student teachers considered that the production of the teaching practice diaries was of great importance in the teaching formative process and stressed that the place occupied by the class diary went beyond the academic context in countless occasions.

Palavras-chave : class diary; teaching practice; visual arts.

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