Teares formativos: teceduras entre marcas de formação inicial e continuada de egressos do curso de pedagogia/UFSM

Abstract

The present research is embedded in the program of graduate studies in education at the doctoral level, UFSM, linked to the research line Formation, Knowledge and Professional Development. It articulates two investigative assumptions: the 1st interweaves the education trajectories of seven trainers in the course of pedagogy at UFSM (Master Research/2006). The second assumption conveys the marks that influence the graduates continued educational choices, which made themselves by interacting with their trainers between 2006 and 2008. The delimitation of the related period is justified by considering two aspects: year of Master s research and considerable time margin between the completion of the initial training and continuing education choices. The qualitative methodology involves the analysis of narrative content made with 12 subjects. It aims to understand in what perspective the teaching education trajectories of the trainers, which are stitching the interactions, are present as influence to graduates as they make their continuing educational choices. Theorists and authors that subsidize theoretically the findings of this research are: Isaia (2003;2006;2010), Josso (2004), Heller (1982), Abraham (1986), Fillux (2004), Laville (2004), Bosi (2003), Viella (2003), Fernandes (1999), Romanowski (2007; 2011), Cunha (2008; 2010), Souto (1999), Moraes (2007), Freire(1996), Deshaies (1992), Terré (1998) among others. The data that subsidized the study were obtained primarily from two instruments: a questionnaire and a personal timeline professional. The semi-structured questionnaire showed the identification of trainers remembered by graduates without those they knew the selection criteria to integrate the research would be the point between the forty names presented, at least 2 of the 7 trainers which were subject of masters research/2006. With the survey data, already held, a timeline was drafted by professional staff selected. The information brought, were organized between what we call Points Articulators Benchmarks (PAR1,2 and 3). Each of these Pairs delimited the period in which the events brought about by participants ' memory happened between before, during and after the course of pedagogy. The information brought by the timeline have resulted in three pre categories of analysis that if transformed into three categories themselves: 1a) Wires of Weaving Formation; 2a) Formative subjectivity; 3a) Marks Teachers. The resulting narratives of individual interviews qualified points seconded by subject, in their timelines, subsidizing with important elements, the weaving of all these memories. The results revealed the formative influences teachers as brands that are part of what we call natural formation loom. This, interweaving relations as mediated by significant dimension wires that subjectivities and the inter-subjective weave. The resulting weave features the formative weaving articulated between relations that have taken place in the classroom in situations of study/formal education and those who had been initiated in the classroom have evolved far beyond this dimension entering not only as indicative for continue education choices but, as references that give theoretical, ethical and professional relief to personal life choices. In the ranking of formative influences the choices are dependent on the dimension of the wires with relational weaving, assume as arising from the dynamic that inserts a variety of situations in life and profession.