O papel do coletivo na formação de professores e futuros professores: contribuições de um grupo de estudos e pesquisas

Abstract

This research is part of the Teaching, Knowledge, and Professional Development line of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM). The main objective of the investigation is to understand the role of participation in a group/collective in the formation of the teacher and prospective teacher, from the affective-cognitive unit constituted in this process, from the perspective of a collectivist personality. The research, in its guiding dimension, was based on the Historical-Cultural Theory and the Activity Theory. From this theoretical basis, the concepts of personality and affection-cognition unit were studied, and, considering this relationship in a group, we sought to understand the concept of collective and how it relates to the training of teachers and prospective teachers. It was discussed with authors who also approach training in this theoretical perspective, on the premise that it must be constituted with the subjects so that, in this process, it is possible to create something new, with clarity and meaning for them. In this context, in the execution dimension of the research, the actions of a study and research group were monitored for a period of two years. Data were captured through audio and video recordings, three written reports, and the memories of the meetings. These elements provided support to answer the following research question: How can the affective-cognitive unit established with a group/collective contribute to the training of teachers and prospective teachers who participate in it? The obtained data were organized in episodes and scenes, systematized in four isolated analyses, namely: I) the historical movement: group actions; II) the constitution of space for training: group organization process; III) the establishment of emotional familiarization: clarity and meaning in participating in the group; and IV) affective-cognitive bonds: relationships established with the group. The interdependence of the isolates is revealed in their integrative isolate, the affection-cognition. Isolated I showed that the stories of the group and the subject are intertwined, which allows him to be the protagonist of this process. This movement involves the way this group systematizes its actions, as evidenced in isolated II. When personal meaning converges with that of the group, participation in it can promote the subject's development and establish emotional familiarization, as identified in isolate III. In these different relationships, with clarity and meaning, the subjects establish a feeling of belonging with the group, which is achieved through an affective-cognitive relationship, as seen in isolated IV. Based on our analyses, the thesis defended in this work is that the contribution of a group with characteristics of a collective in the training of teachers and prospective teachers who participate in it is revealed in the actions carried out with this group, taken as guiding their conduct, from the affective-cognitive unit constituted in the process of their participation, which can contribute to the development of a collectivist personality.