História oral de professores de terapia ocupacional: três vidas, três histórias, quatro cantos do Brasil

Abstract

This study is a doctorate‟s thesis and was performed in the research line 1 formation. Knowledges and profisional development, from Education Post Graduation Program of Federal University of Santa Maria (UFSM). The interest in investigating career development of higher education professors in the field of Occupation Therapy result from debates in CNPq Reseach Group trajectories of Formation GTFORMA, concerned with formative way (personals and professionals) experienced by higher education professors. Thus, the general objective of this research is to investigate how teaching and professional practice interact in the career development of the occupational therapists that also were professors in the pioneering higher education courses in the country. The adopted methodology is based on Oral History of Life, proposed by Meihy (2005). Collaborators were intentionally chosen so as to form a group of the professors in pioneering courses in Occupational Therapy in Brazil. At frist, four professors were selected to represent the states of Rio de Janeiro, São Paulo, Pernambuco and Minas Gerais. The narrator representing the state of Sao Paulo, however, resigned to collaborate further with this study after conceding the interview. To analyze the interviews, we employ as a methodology the Discursive Textual Analysis, proposed in Moraes (2003) and Moraes e Galiazzi (2013), which seeks to comprehend the investigated fenomena through a rigorous and careful analysis of the information, without the intention of testing hypotesis to confirm or discard them. After an intense immersion in the narratives, the guidelines that I decided to follow to explore convergences and divergences in both the profession and teaching in higher education courses in the field of Occupational Therapy were defined. This derived from the life history of the three professors that remained as collaborating with this research. The results indicate that higher education in Brazil in the field is related to the development of personal, professional and teaching trajectories and experiences of the pioneers. Through their narratives, it is possible to note that this conjunction of professional and personal development is shaped by an institutional bias, with particularities that guaranteed different possibilities and experiences according to the region in which the collaboratores developed their careers.