A atuação profissional do pedagogo técnico no Instituto Federal de Educação de Mato Grosso (IFMT) : entre narrativas singulares e plurais

• Ano de defesa: 2023
• Autor(a) principal: Silva, Silvana de Alencar
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Desenvolvimento profissional; Docência; Identidade; Processos de identificação; Experiência; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professional development; Teaching; Identity; Identification processes; Experience
• Link de acesso: http://ri.ufmt.br/handle/1/5433

ABSTRACT: The present investigation is linked to the research line School Organization, Training, and Pedagogical Practices of the Postgraduate Program in Education of the Federal University of Mato Grosso. The interest for the theme "The professional performance of the Technical Pedagogue in the Federal Institute of Education of Mato Grosso (IFMT): between singular and plural narratives" was constituted from personal-social and professional experiences and, especially, as a Pedagogue in IFMT since 2008. It is understood that the experiences of Pedagogues in the institution build professional development, involve dilemmas, but also potentialities, so it is important to consider senses and meanings of being a Pedagogue in IFMT. The question is: how does the Technical Administrative Pedagogue of IFMT build their Professional Development from their performance? The objective was: "to understand the Professional Development built by Technical Administrative Pedagogues in IFMT based on their performance", which required to situate the trajectory of the Pedagogues participating in the research; to understand challenges, dilemmas and potentialities experienced in the performance; to apprehend how the official-documental narratives, the micro and macro contexts cross narratives of the Pedagogue's action and to interpret how the relationships that this professional establishes with the school community occurs. In theoretical and methodological terms, the study was based on the qualitative approach of Clandinin and Connelly's narrative research. The field texts were composed of a set of narratives, which together composed the narrative unit about the development of Pedagogues in IFMT. The interpretative reflections were guided by the conceptions of training as Professional Teacher Development (PDD), of teaching in a broad perspective, and of identity as Processes of Identification. Thematic axes were chosen corresponding to the dimensions of PDD related to the personal, the professional and the context. The composition of meanings of the experiences reveals that the Pedagogues exercise teaching, build senses and meanings of singular and plural Professional Development, imbricated in specific socio-historical, temporal and spatial contexts of IFMT, crossed by different relations established with the management, with the teachers and with the Technical Staff in Educational Subjects (TAE). The Professional Development for technical Pedagogues requires considering the quality of the experiences lived in their professional performance, as well as understanding that they are articulated in the dimensions of personal-social and shared formations. The performance of the Pedagogue is done as a theoretical and investigative field of education and pedagogical work that takes place in the social praxis, without dichotomies between technical functions and teaching. Another important point concerns the official-documental narratives. The analyses pointed out that they were translated by each Pedagogue in a particular, subjective way, indicating that they translate the official narratives in favor of a professional performance closer to a critical and human conception of becoming a Pedagogue. In this context, it would be a potentializer of continued formation policies, of institutional guidelines that articulate personal and performance demands with a view to identification processes that culminate in formative experiences for democracy and social justice.