Between realities and daydreams, the school i feel: construction of meanings in na interpretative narrative

Authors

• Magda Lucia Vilas-Boas 34-993036364 https://orcid.org/0000-0002-2489-0330
• Pedro Donizete Colombo Junior Universidade Federal do Triângulo Mineiro - UFTM https://orcid.org/0000-0003-3324-5859
• Gilza de Oliveira Barbosa Univerdad Autónoma de Chiriquuí - Panamá https://orcid.org/0009-0004-3407-8700

DOI:

https://doi.org/10.17058/rea.v33i1.19851

Keywords:

Keywords: education and school; interpretive narratives; meanings development.

Abstract

The understanding of school as an intrinsic movement of transformation of people and stories, permeates the consideration of individuals contexts and meanings. This understanding tone can be established through problematizing dialogues in conversations with the school community, translated into the perception of each person’s reality, something that is idiosyncratic to the person. Based on the theoretical constructs of interpretative narratives, we seek in this article to elucidade “the school that I feel”, built on a mirror of views and perceptions of Brazilian and Panamanian teachers’ participants in the research. This process led to creating a plot of meanings of (re)knowledge for the meaning’s development at school, a narrative. As open directions, we realize that “the school I feel” approaches in different contexts, both in Brazil and Panama, having common points of dialogue wen believing in education. We also point out that the participants’ meanings of school are constituted in (and for) the experiences shared by the school community, being common in some moments and private in daydreams in others, generally related to each person’s hopes and Dreams.