O imaginário e os saberes de pedagogas professoras universitárias: (re)contando histórias de vida

Abstract

The present research is inserted in the Formation, Knowledge and Professional development Research Line of the Post graduation Program of Santa Maria Federal University. For its accomplishment I chose as collaborator subjects and interviewed four pedagogues, professors, of the UFSM Educational Center courses. I used a semi structured interview script to attain their life stories. Listening to the professor-pedagogues was justified also by understanding the importance of these professionals in the conjuncture in which further education is in our country. The questions that disturb me the most and which I used in the research were the following: How is the professor-pedagogues formation who act in the UFSM Educational Center courses? How is the instituted and institutor imaginary of these professors about being a professor in further education? In the conception of these professors, which is the constitutive knowledge of their profession? How does the personal knowledge contribute to make the professors the professional they are or wish to be? I tried to verify the instituted and institutor imaginary of the professors about being a professor in further education and the constitutive knowledge of the teaching profession; besides knowing, through spoken and written autobiographical life stories, the trajectory they went through in their formation process; investigating the professor-pedagogues formation who act in the UFSM CE courses, seeking to understand how this process reflects on the practice and on the space where these professionals are inserted; contributing with material for the database of the research Image Laboratory: meaning of teaching in the professors formation. The research intended, mainly, to approximate to the existing reality. I emphasize that I did not have, at any moment, the intention of criticizing professors. I realized these professors formation is a continuous, personal and nontransferable process that never ends. The questions I found, researching the professors personal knowledge, concern a lot more to my learning, because this is a research that is capable of providing self-formation and not leading to watertight conclusions. I point out the importance of that self-formation that was also experienced by the professors. I think a research is always something not conclusive, not exclusive and not definitive. The preferable is that others can arise from this one. This study allows the reading of other practices and suggests new ways to be researched.