Narrativas de professores(as): criações, tessituras de memórias

Abstract

The pursuit of this Thesis is to weave life stories narratives of a few teachers, trying to perceive their trajectories, with the aim of thinking the way they (re)created their own profession, and their own experiences in teaching, and how this has made them question the curriculum processes, as well as the ways we can, in these processes, interweave knowledge and meaning in the education networks that we form, and in which we ourselves are educated. The research, in the perspective of the researches about the everyday lifes, is articulated through the GRPESQ Currículo, redes educativas e imagens (Curriculum, education networks and images), of the Laboratório Educação e Imagem (ProPEd/UERJ) (Education and Image Laboratory), and has sought its support in conversations/narratives with teachers who have been through significant experiences in Portugal and Brazil, specifically in the municipality of Angra dos Reis. It is, in part, a research about the memories of those who have tought/teaches in that municipality of the state of Rio de Janeiro, which has staged an intense struggle for re-democratization in the 80's and 90's. It was a time of struggle and conflict, as well as of great political engagement and participation during the three terms of the Partido dos Trabalhadores (Worker s Party) in office (1989-2000). A significant percentage of a generation which was involved in the dreams of democratization of the city. Angra, which in the military dictatorship was a National Security area, has integrated, at the time, a set of municipal administrations which, in several Brazilian states, were called democratic and popular , and which have been distinguished by the creation of new experiences, were participative and inovative and pursued the contact with and the inclusion of the population in the task of co-managing the State/society. In this Thesis, besides drawing from these teacher's narratives, who are now teachers at universities, I also bring narratives of professionals who continue to teach at the basic education in Angra dos Reis, always forging new tactics to continue to re-create themselves and their profession. How can the memories of teachers contribute to the thinking of the processes of lifetime education? In this research, through 'conversations' with practitionersthinkers who work in public education, I also aim at responding to this question, and to think the multiple knowledge and meaning networks in which these professional's experiences were done, as well as their own way of being in the world, and their way of thinking and existing. Thus, the Portuguese teacher's narratives were also important, their expressive memories about their experience in teaching in that country in the last decades, obtained in the form of sandwich-doctorate with Capes funding. In the work, the narratives and images are perceived as "conceptual characters", as Deleuze has indicated to us, and has been incorporated in the researches about the everyday lives; we created an other who is necessary for the flow of thought, to look for a overflight of the living experience, in interwoven memories which, weaving several threads, aims at giving value to the these professional s protagonism. As theoretical basis, this research was based on authors like Nilda Alves, Michel de Certeau, Gilles Deleuze, Félix Guattari, Michel Foucault, among others