Formative trajectories through the narrative writing in the e-learning

Abstract

This essay is about learning through narrative writing from online diaries construction in one of learning poles of the course of Gender and Diversity at School for public school teachers taught by Universidade Federal de Santa Catarina in 2009.  Theoretically we are based on constructivism and in the social-historical theory, besides considering narrative construction field is involved in textual gender theories. The methodology is constituted by reading of these diaries as analytical categories of the narrative. The analysis problematize whether learning way is expressed in the text; whether the written narrative is an adequate textual gender to a formative way; and whether the textual gender has been understood and practiced by students. We conclude that written narrative is an adequate learning way, but it finds limits without the socialization to the group. Moreover, without previous learning about textual gender and adequate mentoring the students use only the dissertation type and/or the abstract gender. The narrative in online diaries is one of the learning way, but it is important perform an evaluation about the coherence among aims, process and results.