Pensamento complexo como via de pensar o protagonismo docente em memoriais acadêmicos de professores formadores

Abstract

Thesis produced in the Doctorate in Education course, Graduate Program in Education, research line 1 “Teaching, knowledge and professional development”, at the Federal University of Santa Maria (UFSM), Rio Grande do Sul, Bras il. It addresses the role of professors in training trajectories and university teaching, narrated in the self-writings, in the chronicles of three volunteer professors, who rose to this category between 2017 and 2022. These professors contribute to the training of researchers in education and the Basic Education teacher. The thesis articulated three scrutinizing perspectives, complex thinking, teaching professional development and complex knowledge/doings, seizing from the teaching narratives the peculiarities and protagonists in the ways of thinking, feeling and acting, in favour of what they highlighted as founding ideas of their teaching. The methodological procedure, through the systematic analysis and with support in the Software IRaMuTeQ© - together with the software for visualization, analysis and manipulation of networks and Gephi graphs was considered adequate. The quality and quantity of resources presented, being free alternatives, proved to be effective in the processing of each memorial and in the intersection between them, highlighting words whose meaning are powerful ideas that represent the teaching thought. The very complexity of teaching, invented and reinvented as teaching, research, extension and management, can be understood from the narrative excerpts and word clouds. Complex thinking was visible as a way of thinking about the processes experienced by these professors in undergraduate and graduate courses, developing complex teaching.