AUTOBIOGRAFIA E EXPERIÊNCIAS SENSÍVEIS: CAMINHOS DA CONSTITUIÇÃO IDENTITÁRIA DE UMA PROFESSORA ALFABETIZADORA.

• Ano de defesa: 2024
• Autor(a) principal: Regina coelho Nogueira de Melo
• Orientador(a): Erika Natacha Fernandes de Andrade
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: .
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9488

This research, entitled “Autobiography and Sensitive Experiences: Paths of Constitution of a Literacy Teacher,” is part of the line of research Educational Practices, Training of Teachers/Educators in School and Non-School Settings, within the Postgraduate Program in Education at the Federal University of Mato Grosso do Sul – Pantanal Campus. The work has its seed planted in 2020, in the lato sensu postgraduate course in literacy and education at UFMS, when I had the opportunity to start a scientific work using narrative in memorial format, which constituted the course completion work. At that moment, I realized that I still had a lot to learn about the processes that involve experiences and the identity constitution of the literacy teacher. Thus, the research problem is the paths followed by the literacy teacher, and the object of study is the identity constitution of the literacy teacher. The research aims to understand the paths to the identity constitution of a literacy teacher. The specific objectives are: (I) to revisit and reflect on one’s own trajectory as a literacy teacher; (II) to identify significant moments in the construction of teacher identity; (III) to identify and discuss the gaps that need to be filled in literacy teacher training. We seek to reflect on the paths and experiences that lead the literacy teacher to his identity constitution using the autobiographical narrative research methodology. The results indicate that the identity constitution of a literacy teacher requires solid and continuous training. It is essential that this training includes arts, varied cultural experiences, literature, games, and collective dialogues, enriching the teacher’s repertoire with multiple forms of language and sensitive experiences. The research suggests that to fill the gaps in literacy teacher training, it is crucial to ensure the development of sensitivity through meetings that promote artistic appreciation, contact with nature, and reflection on cultural multiplicities and human stories. These meetings should encourage teachers to express their doubts and weaknesses in a sincere and poetic way, promoting a collective debate that contributes to a more human and transformative formation.