Gerações e histórias de vida em diálogo na educação do campo, em classes multisseriadas: uma contribuição na formação de professores

Abstract

This thesis emerges from my life history and my participation, since 2006, in the discussions of the Group of Studies and Research on Initial, Continuing and Literacy Training, which is coordinated by Professor Helenise Sangoi Antunes, Permanent Teacher of the Post-Graduation Program in Education of the Federal University of Santa Maria. The research aims to know the formative processes of three teachers, grandmother, father and grandson, who have a significant trajectory in the education of the field of the city of Alegrete/RS; to enable teachers, research characters, as well as the researcher, to reflect on their own life history, based on (self)biographical reports, which use memory and the revived memories of becoming a teacher; to recognize the historical and social importance that the education of the countryside, through the multi-serial classes, has for the Brazilian educational context; as well as, to value the education of the field and the teaching in multisseriados classes. The theoretical framework is based on life history studies, recognizing it as a source of research, reflection and (trans)formation, according to Abrahão (2006, 2008), Antunes (2007; 2012; 2013), Catani (2014), and Souza (2005, 2006, 2008, 2015); Teacher training in Brazil, according to Gatti (1997), Tardif; Lessard (2005; 2008), and Scheibe (2003); and field education, considering the positive perspective of the literacy process in multi-serial classes, according to Amiguinho (1995, 2003, 2011), Caldart (2004), Marinho (2008), Souza (2012, 2013, 2014, 2016). The methodology used is based on an approach called qualitative research, according to Antunes (2001; 2013), Bogdan; Biklen (1994), and Deslandes (1994). The instruments of information construction are the (self)biographical reports of the life histories of the three teachers, characters of this thesis, according to Antunes (2007; 2013), Nóvoa (2000), and Souza (2006), and the analysis of the information is made about the Understanding Scenic, based on Abrahão (2014), Marinas (2007), and Santamarina; Marinas (1994). We understand that reflection on our life history, as a space for building knowledge through research, presents the life, voice, looks and feelings of the characters heard, as well as the relationships with the world that surround them. We also understand that the rural context, as one of the cultural heritages with which the Brazilian population coexists, through teaching in the multi-serial classes, is the education of dialogue with diversity, with social peculiarities, in the provision of a significant network in the Stimulus to ensure that children go to school and make it a convincing and emancipatory life goal.