Uma viagem pelas memórias dos egressos do Plano Nacional de Formação de Professores da Educação Básica, no Médio Solimões (AM)

Abstract

In the fabric of this research, we navigate the movements of writing itself, in the quest to comprehend the trajectory of the personal and professional lives of graduate teachers of the Pedagogy Course (PARFOR/UEA). The pertinence of this investigative study The pertinence of this investigative study permeates the historical and social understanding of the formative processes experienced by the teachers in professional practice in the public school network, in the State of Amazonas. The selected time frame has a reference the path of curriculum development of the course in the Middle Solimões between the years of 2010 and 2021. In this production, we dialogue with Delory-Momberger (2016), Josso (2004), Nóvoa (2012; 1997), Ricouer (2007), Passeggi e Barbosa (2008) e Nora (1993). The scientific credibility of the investigated object has been based on the conception of a comprehensible science of the human subject, based on the singularity and plurality of everyday life, lived in/through personal, academic and professional lives of the teachers that inhabit the tabernacle of history and memory, their ways of living, thinking and acting. The thesis proposal was guided by the perspective of understanding the contribution of the course in the processes of formation and transformation of the personal and professional lives of six graduate teachers of the Pedagogy Course in the Middle Solimões. Through the paths of memory, we seek to apprehend the teaching voices, guided by the qualitative approach and by the practice of biographical research. The methodological procedures have been conducted through training memorials of the Pedagogical Project of the course and through the biographical interviews. In composition of the thesis, the research paths have been traced in four chapters, seeking to give voice and visibility to the teaching protagonists. In the first chapter, I discuss aspects related to individual and collective historical movements that mark the life history of the research subjects, experienced in their childhood and schooling trajectories. In the second chapter, in the metaphor of the canoeist, the rivers lead the life story of the subjects, demarcating the historical movement of institutionalization of the PARFOR/UEA program, in the state of Amazonas. In the third chapter, we discuss the training policies and practices developed in the Pedagogy/PARFOR/UEA course, in the Middle Solimões. In the fourth chapter, we identify the experiences that mark the trajectories of professional insertion and professionalization of former teachers, based on the places they occupy in this space/time. In the final considerations, we highlight the importance of the course, in the construction of teaching knowledge, beyond the scientific and technological dimension. The Solimões is the river that commands the life and profession of educators who live in the interpretation of the Amazon, its places of passages and crossings in the field of the history of education.