"Quando eu voltar a ser criança..." um olhar sobre narrativas de infância e docência de professoras dos anos iniciais do ensino fundamental

• Ano de defesa: 2016
• Autor(a) principal: Carneiro, Alexandra Fraga Izidoro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação como experiência; Narrativas; Docência; Infância; Educação; Prática de ensino; Professores de ensino fundamental - Experiências
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3487

This work had as aim to analyze narratives that professor have about their childhood and teaching, searching notice out the relations they establish between them. To achieve this general aim, specific aims were traced: (i) knowing memories that professor have about their childhood; (ii) identifying the adults/professors, practices and models of education institution from their childhood; (iii) meeting professors’ narratives on their teaching; (iv) establishing relations between their childhood memories and teaching act. As methodological path, this work has qualitative approach and base on narrative research (Benjamin 1994; Chaves, 2000). With inspiration in Korczak (1981), the methodological instruments chosen were the letterboxes and debate meeting. The subjects in this research were three teachers of the municipal teaching network, two from Tubarão and another from Laguna - SC. They develop their work with the early years in Elementary School and they integrate the OBEDUC Project (Education Observatory in its Portuguese acronym - 2013 - 2016). In the analysis, we bet on the dialogue among different authors and perspectives, like Benjamin (1986), Larrosa (2016), Kohan (2007, 2008, 2009, 2016), among others. The results point that professional knowledge has, by nature, biographic character. Constituting a professor involves different learning and experiences that pass through her histories. The narrative and the experience are imposed in a dialectic relationship. The report of the reality is a history producer, but it is also and simultaneously producer of new realities. These realities point that, even before a school context that imprison, suppresses and bureaucratizes, when constituting their narratives, the teachers showed a compromise to do the better, in their better and promote the better possible in the children education. When rescue the teacher’s narratives, there is the evidence that, even before so many difficulties and contradictions, there is a bet on the education. Education as experience and narrative as able to produce experience is transforming and forming, as enables the subject to look inside and at the own life from a new viewpoint. It is about a bet on the education as experience and the narrative as able to rebuild and reopen other senses in and to the school...