Saberes docentes: a trajetória de uma professora de educação infantil

Abstract

This paper entitled “Teaching Knowledge: The Trajectory of a Children Education Teacher” is linked to the Universidade Federal de Santa Maria (UFSM), to the Specialization Course in Educational Management at the survey line Management of Educational Organization. The presented work is a retrospect of the lived route since the Elementary School until the University, interlinked by situations considered relevant at the professional choice. This reflection passes lived experiences in Elementary School, High School and at the University (Pedagogy and Specialization course) in decisive moments at the construction of the author’s profession. Two important moments are highlighted at her self-education: firstly as a scholar at PROLICEN – Undergraduate Course Program, at the “Integrated Project of Working with Teachers and Students from Itinerant Schools from the Landless Rural Workers Movement” and at the “Alternative Project of Children Education”, situated in an outskirts in the Municipality of Santa Maria. The objectives that have boosted the author during the years of development of this work are related to: reflecting about teaching knowledge in relation to the carried out experiences in the differentiated spaces-time; rethinking how the life’s trajectory reverberates in teaching practice; visualizing how the Democratic Management process develops itself in the Alternative Project of Children Education. Believing that the lived experiences since the initial period of the educational process are present in the teacher’s life and, understanding that the remember practice gives the possibility of interaction between past and present, it was chosen the Biographical Method of Life Histories – autobiographical by considering more appropriate to work with memory. It was tried to establish a relation of this practice with the approached authors at the theoretical landmark. It was understood that the whole process of education reverberates at the pedagogical practice of a teacher; however, the University is an important space-time to contribute with this resumption and to propose experiences that promise to social transformation. In this proposal of remembering it was possible to rethink, to retake this way, being able to transform the teaching practice in an aware and reflective process.