Documentação narrativa de experiências pedagógicas: A tematização como trabalho hermenêutico da pesquisa

This article considers the pedagogical thematization, an interpretative movement carried out by students from undergraduate courses at a public university in São Paulo, participating in a post-doctoral research-training whose objective was to develop, through the Narrative Documentation of Pedagogical Experiences, strategies for reading, writing, editing and publicizing pedagogical narratives in initial teacher training. The theoretical-methodological approach of the research-training is in the (auto)biographical and narrative field in education, in dialogue with the field of teacher education and studies in/of/with everyday school life. Through different dynamics that mobilized oral and written narratives shared by the students, the research meetings enabled them to produce and read each other's narratives, write about themselves, for and with their peers, talk and reflect on the experiences reported and pedagogically edit the texts, in order to expand and deepen the meanings of their pedagogical experiences with each new version. The production of pedagogical thematizations, as hermeneutical work, involved students in reflecting on the investigative-formative process and gave visibility to the knowledge produced collectively. As a result, one of the thematization produced is explained, indicating thecontribution of this movement to narrative and (auto)biographical research, by considering narrators as authors and inspiring other ways of understanding narrative sources. It should also be emphasized that the production of and reflection on pedagogical narratives can contribute to other undergraduate students, basic education teachers and university professors to investigate and reflect on their training experiences.