COLLABORATIVE GROUPS IN NARRATIVE INQUIRY: A METHODOLOGICAL CHOICE IN EDUCATIONAL RESEARCH

The study presented here explores narrative methodology as an approach to conducting research in the field of education, emphasizing its role as a means of knowledge production grounded in the principles of dialogue and collectivity, as advocated by Paulo Freire (1996). Research conducted by scholars such as Passeggi (2016) and Abrahão (2007) has long pointed to this research approach as a counter-hegemonic alternative, one that is built upon the life stories and educational trajectories of those engaged in the everyday realities of schools. Narrative inquiry has become established as an epistemic-methodological pathway that enables a broader understanding of complex phenomena, such as those experienced in education. As Connely and Clandinin (2011) highlight, when individuals share their personal experiences, they do so as cultural beings immersed in specific contexts. Their stories and trajectories serve as testimonies of a socially shared experience, accessible to those who engage with them. Through narrative inquiry, we also gain access to the meanings that individuals assign to their lived experiences, leading us to the study of the images and discourses that shape our identities. In the educational field, narrative research is a common choice for studies on continuing teacher education. As Aguiar and Ferreira (2021) emphasize, the very engagement of educators in the investigative process through this methodological approach has an inherently formative character. More recent studies have increasingly adopted the term "research-training" (Bragança, 2018) to describe research conducted by those who experience the situations being narrated and studied. However, this is not the only way to conduct narrative inquiry with or about teachers. Collaborative groups can be considered a transformative strategy for conducting narrative studies, and this is the focus of our present research. We define collaborative groups as those formed by individuals involved in both research and the daily realities of schools, who voluntarily come together with the intention of discussing and producing knowledge collectively and dialogically, drawing from their diverse experiences and references. With this theme and research focus in mind, our objective is to identify, understand, and analyze the possibilities of knowledge production that emerge from interactions within collaborative groups composed of teachers and researchers. Our guiding research question is: What are the contributions of working with collaborative groups to narrative research in the educational context? To answer this question, we examined interactions within a collaborative group consisting of 18 public school teachers from the state of São Paulo, Brazil. The meetings were conducted virtually, allowing participation from educators across different cities. The group was created as a space for exchange and collective reflection on common dilemmas and challenges in teaching practice. In 2024, discussions within the group centered on experiences, challenges, and perceptions regarding the systematic implementation of digital technological resources in the classroom. This debate provided the foundation for two ongoing master's degree studies: one focused on analyzing and understanding digital culture (including the digitalization of cultural and linguistic domains) and another examining the uses and appropriations of generative artificial intelligence tools by teachers in their daily work. Each narrative shared within the group seemed to prompt reflections on the political, cultural, and inter-relational aspects of the teaching profession. Peer exchange and dialogue fostered an environment of support, encouragement, and solidarity, which proved to be conducive to the development of narratives and in-depth study of the themes that emerged from them. Additionally, we observed that the group exhibited a unique characteristic in its strong reliance on orality. Since the narratives stemmed from shared experiences and common references, storytelling followed a process of collective memory, in which different participants contributed details and expanded upon the narration—even when the story being told was not their own experience. This interaction among participants facilitated the emergence of diverse perspectives, encouraging critical reflection on the narratives. Stories were revisited and enriched collectively, a process that supported learning by allowing teachers to reflect on their practices and reframe their professional identities (Lopes, 2020). The participation of both researchers and teachers within the same group also yielded significant findings on the topic. Collaboration occurred not only through the sharing of everyday experiences but also in discussions on academic literature and the formulation of potential research questions. This collaborative structure strengthened both studies by expanding discussions on emerging technologies in school settings, ensuring a more comprehensive understanding of the phenomena under investigation and the implications of digital presence in education. References Abrahão, M. H. M. B. (2007). Profissionalização docente e identidade – a invenção de si. Educação, 30(4). Aguiar, T. B., & Ferreira, L. H. (2021). Paradigma indiciário: abordagem narrativa de investigação no contexto da formação docente. Educar em Revista, 37. Bragança, I. F. S. (2018). Pesquisa-formação narrativa (auto)biográfica: trajetórias e tessituras teórico-metodológicas. In M. H. M. B. Abrahão, J. L. Cunha, & L. V. 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