Experivivencies (auto)ethnographic in internship as research at basic education: theoretical-practical performative perspectives

Abstract

This narrative aims to report (auto)ethnographic experiences in internship as research III course, in elementary school early years in municipal public school system in Guanambi - BA, grounded on theories and performative practices. The study highlights the importance of this stage for the (trans)formation of critical and reflective thought regarding praxiologies in the school/university. The theoretical intervention is based on more recent concepts related to teaching knowledge, experivivences, professional training, and critical onto-epistemologies. Under the guise of promoting justice and social equity, this narrative breathes airs of change from the following inquiry: How does the vision presented in this study within the internship contribute to the field of education, by highlighting the importance of theories and performative practices in the training and work of professionals in the area? Methodologically, it is anchored in studies on autoethnography/reflective self-criticism (Takaki, 2020), which enables a wide diversity of perspectives and insights within the sphere of qualitative research. In summary, the study has revealed the need to focus on the continuous teacher training, aiming to a more meaningful pedagogical update that implies the development of socioemotional skills and knowledge of the best possible educational practices.