Narrativas (auto)biográficas com professoras sobre as violências e a educação para a humanização: “foi um rio que passou em minha vida”

• Ano de defesa: 2021
• Autor(a) principal: Ferraz, Viviane Martins Vital
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Políticas públicas sociais; Violências; Narrativas (auto)biográficas; Humanização; Social public policies; Violence; (Auto)biographical narratives; Humanization; Políticas públicas sociales; Humanización; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/24102

The present study was developed in the Doctorate Course of the Programa de Pós-graduação em Educação (PPGE) of the Universidade Federal de Santa Maria (UFSM/RS), in the Research Line Public Educational Policies, Educational Practices and their interfaces (LP2), linked to the Elos research group. It presents a research about violence, how it manifests itself, its implications in the life stories of teachers and in the proposition and implementation of social public policies such as the right to education and learning, as well as the possibility of (re)thinking about Humanizing Education. The expression "violence" was adopted because it is a multidimensional social phenomenon (structural, direct, symbolic/cultural violence) in which the subject of the experience names and identifies the different forms of violence he/she suffered. The aim is to understand how the re-signified memories and life experiences, through the (auto)biographical narratives of four teachers who have lived through situations of violence in their personal, school, teacher-training and professional careers, can contribute to the (re)thinking about the construction of a humanizing education. The methodological path was developed from the qualitative approach, in the field of narrative research by the (auto)biographical method and biographical-narrative research. The instruments of knowledge construction were the oral (auto)biographical narratives, from the (auto)biographical narrative interviews; and the written ones, through the (auto)biographical narrative letters. The construction of the interpretative-comprehensive narrative analysis of the (auto)biographical narratives occurred from two paths: the first, reconstructing through the re-signified memories of the teachers' life stories and the identification of points of confluence; and the second, the composition of a narrative plot connecting the points of confluence by the bed of violence in favor of Humanizing Education. The methodological reference was based on: Abrahão (2003; 2005); Josso (2007; 2010a; 2010b; 2012; 2016); Bolívar (2002); Ricoeur (1991; 1994;1995; 2006a; 2007); among others. The theoretical framework was based on: Abramovay (2005); Galtung (2005); Candau (2000); Oliveira (2012); Dalla Corte (2017); Cunha (2019); Bordieu (1989); Chauí (1999; 2011; 2017); Benjamin (2013); Arendt (1994); Adorno (1995); Charlot (2002; 2020); Freire (1979a; 1979b; 1989; 1991; 1997; 2000a; 2000b; 2007); Henz and Toniolo, (2015); Abrahão, Cunha e Bôas (2018); among others. The thesis is defended that: "The re-signified memories and life experiences, through the (auto)biographical narratives of female teachers who have experienced situations of violence in their personal, school and/or teacher training trajectories and professional performance can contribute to (re)thinking the construction of a humanizing education". From the (auto)biographical narratives of our "co-authored collaborators" we conclude that violence negatively impacts the feeling, the learning, the physical and mental health, the self-image of the self and its relationship with the "other in us". The "being-with-the-world" that suffers violence can present socioemotional and attentional difficulties, compromising its learning. Not learning is a violation of their right to education and learning. This denounces a school contradiction in the face of violence in which the educational conditions themselves produce violence. The implementation of a Humanizing Education is intertwined with the constitution and the qualitative implementation of Social Public Policies such as Education that aim at reducing the multiple forms of inequalities such as socioeconomic, educational, and the risk of violence.