Narrativas (auto)biográficas: a mediação da literatura infantil nas trajetórias formativas de uma professora de classe multisseriada

• Ano de defesa: 2014
• Autor(a) principal: Dolwitsch, Julia Bolssoni
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Narrativas autobiográficas; Formação continuada de professores rurais; Literatura infantil; Autobiographical narratives; Continuing training of rural teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7116

This paper presents the results of a research Master of Education linked to the Research Line "Training, Professional Development and Knowledge" (LP1) of Post-Graduate in Education of Federal University of Santa Maria. The main objective of this study was to understand, through (auto)biographical research, such as children's literature influenced the formative paths of a multisseriate literacy class that acted as tutor in Pro-Literacy Program. The justification of the relevance of this study is based from the little discussion about the role of children's literature and its mediations in educational trajectories of rural educators, as well as the indispensable role that reading, in particular, the literary reading plays in shaping teachers. Activation of memory, through the memories, found a formative path, traversing memories in relation to memories of childhood, school, training courses and professional collaborative research and personal trajectories. The methodology used was based on a qualitative study through (auto)biographical research, using the Biographical History of Life method. The analysis of the information was based by the use of written autobiographical account and organized narrative interview from topics guide. To support the writing of this dissertation, I used as theoretical support, studies of Abrahão (2004, 2006), Antunes (2010, 2011, 2014), Arroyo; Fernandes (1999), Barcelos (2009), Bauer; Gaskell (2011), Bolzan (2002), Fernandes (2011), Freire (2011), Josso (2004), Nóvoa (2000, 2009), Souza (2006, 2012), and others. Throughout the research process, from the exchange of experiences, conversations throughout the research and analysis of information, were emerging categories of analysis that were structured as: childhood, memories of school, formative processes in the rural context and professional trajectory. From the narratives, I found that the Pro-Literacy through intensive work with children's literature, became a mediator of the training trajectories of collaborative research, making (re) emerging practices and actions that were already asleep in their formation process. Thus, I realized throughout the narrative interview with the cooperating teacher research, that reflection on the history of life enabled the development of a teaching job with greater theoretical consistency and at the same time, spurred the creation of shared spaces construction of knowledge among teachers who took the course.