Methodological explorations in investigation: the narrative of the flâneuse educator of educators

Authors

• Renata Barroso de Siqueira Frauendorf Faculdade de Educação UNICAMP https://orcid.org/0000-0001-5567-3235
• Guilherme do Val Toledo Prado Faculdade de Educação - UNICAMP https://orcid.org/0000-0002-2415-8369

DOI:

https://doi.org/10.17058/rea.v32i3.19833

Keywords:

narrative inquiry-based research, teacher educators, continuing education, benjaminian constellation

Abstract

This article presents a different way of investigating and interpreting the formative experiences of teacher educators within the context of a doctorate thesis narrative inquiry. The adopted methodology reflects a continuous, artisanal, and non-linear knowledge construction, based on interactions between interlocutors from diverse fields of knowledge and the incorporation of diverse epistemologies. Inspired by Benjamin's metaphor of constellation and the concept of flâneuse, the interpretation of narratives and monads – narrative source - emphasizes the importance of valuing the educator’s sensitive experiences and practices, offering a more humanized understanding of formative processes. Seeking to break with traditional research paradigms, this methodological approach chose alternative ways of reading and interpreting reality, prioritizing sensitivity, intuition, and epistemological diversity. The methodological experiments conducted revealed a deeper and more sensitive view on the role of teacher educators in the Brazilian educational context, considering human experience, interpersonal relationships, and cultural and social contexts as integral parts of the formative processes, recognizing sensitive knowledge present in the "gray areas" and less evident aspects of formative practice.