Narrativas de si: memórias entrecruzadas da pós-graduação e da prática pedagógica de professores de língua portuguesa e literatura

Abstract

This research is part of the field of knowledge production related to training of teachers to work in Professional Education, in Integrated Secondary School (ISS). We aimed to investigate the relationship between the stricto sensu formation of Portuguese Language and Literature Teachers (PLL) and their pedagogical conceptions and practices, from the perspective of integral human formation in ISS. This study presents a qualitative, bibliographical and empirical nature. These outlines enabled the demarcation of the theoretical and political contribution necessary to the analysis of the narratives of the six teachers who made their memories available to this investigation. We therefore follow the life histories as a methodological approach, which has the (auto)biographical method based on the studies of Abraão (2012), Delory-Momberger (2012), Minayo (2014) and Passeggi (2013). Due to this approach, we discussed two categories: memory, under the theoretical orientation of Bosi (1994) and Halbwachs (2013); and narrative, based on Catroga (2001) and Ricoeur (1994). We performed the analytical course using the techniques of comprehension and interpretation of the Discursive Textual Analysis (DTA), under the theoretical support of Moraes and Galiazzi (2016). We relied on the bibliographical research in order to build the following categories: the ISS as a crossing for the integral, omnilateral and polytechnical human formation, based on the authors, Frigoto and Ciavatta (2011), Frigotto, Ciavatta and Ramos (2005), Moura 2013), Saviani (2003) and normative documents referring to ISS; and the training required for teachers who work in this modality, from the authors Araujo (2008), Giroux (1997), Moura (2008), Saviani (1997), Severino (2009) and Tardif (2014), and finally, the presuppositions involved in the teaching of PLL, directed to the integral human formation, anchored in Antunes (2007, 2009), Bakhtin (2006), Faraco (2001, 2008, 2016), Geraldi (2012), Possenti 2012), Soares (2002) and Travaglia (1997). The analysis of the narratives led us to a conclusive synthesis, structured from four phenomena that indicate the relationship among the post-graduation and pedagogical conceptions and practices narrated by the interviewees: 1) consolidation of a theoretical framework to reflect on the relationship between theory and practice; 2) a critical rationality about the role of the PLL, as a discipline, in ISS; 3) the constitution of the researcher professor; 4) collective experiences: thinking, planning and producing integrally. In this analysis, we based upon the teachings of Demo (2000), Pimenta (2012), Shön (2000), besides those mentioned previously. We emphasize that, despite the importance of masters and doctorates degrees in the qualification of transformational intellectuals, there is a difficultyamong teachers regarding the development of disciplinary and transdisciplinary pedagogical practices, that combine general and specific knowledge.