As formadoras de professoras do PNAIC/UFSM: memórias e histórias de formação continuada

Abstract

In the present thesis, “The teacher trainers of PNAIC/UFSM: memories and stories of continuing education”, linked to Programa de Pós-Graduação em Educação (PPGE) – Doutorado, which is part of the Centro de Educação (CE) in the Universidade Federal de Santa Maria/RS, the author aims to understand the life stories of the teacher trainers in the group relations of continuing education of teachers in PNAIC, in the state of Rio Grande do Sul, in order to reflect on how these life stories contribute to the production of human literacy-teaching. This is a narrative research in the (auto)biographical perspective, based on life stories, in the philosophical conception of a person who is able to make use of its own reflections, to interpret the world and to give visibility to its experiences. This thesis is based on the researches of Abrahão (2004), Passeggi, Abrahão, Delory Momberger (2012), Souza, (2006, 2011, 2015), Passeggi, Souza (2017), Bergson (1943), Bruner 2017, Josso (2002, 2007, 2010,) Larrosa (2007, 2011, 2014, 2017), Freire (1979, 1983, 1995, 1997), Antunes, Ross, Farias, Ortiz and Lopes (2018), Lima and Baptista (2015) , Connely and Clandinin (1995), Pineau (2011), Silva (2015), Grün and Costa (2007), Biesta (2013), Ricoeur (1991, 2010). From the (auto)biographical perspective, the life stories constituted in and by the structure of formative experiences produced by PNAIC/UFSM teachers is the chosen methodology, having these teachers' narratives of themselves as research sources. In the formative journey (2015-2018) in PNAIC/UFSM, the experience of recognition of the researcher connected to the research opens perspectives for the production of an “ipse” identity in relations shaped in continuing education, being possible the reinvention of teaching in and by continuing education personal and professional experience, as well as in the experience of reading other people life stories, and this is an exercise undertaken in the methodological paths of research, which has also contributed to the production of new learning of human literacy-teaching. On the other hand, Si writings, in this thesis, constitute as a formative and inspiring exercise for the production of new learning through experience to be investigated on the teaching produced and that still is produced in the context of continuing education of teachers. In turn, the recurrent and singular voices present in the life narratives of those participating teacher trainers make it possible to conclude that the literacy-teaching in the context of PNAIC/UFSM, from 2015 to 2018, is developed by learning (self)transformative study, lovingness, resilience, teaching responsibility, democratic management and dialogical study