Metanoia: histórias de vida, formação continuada e violência simbólica em uma escola do campo

Abstract

This paper presents the search results of Master in Education linked to research LP1-Line "Training, Knowledge and Professional Development" of PPGE / UFSM. This research is about the methodology of life stories and narratives (auto) biographical and continuing training devices to the Rural Education teachers. Thus, it aims to reflect on the continuing education of teachers, in order to not erase its characteristics due to the urban center model institution in Rural Schools, in a capitalist neoliberal context. We listed the life story and professional trajectories of the teachers, in order to understand this phenomenon and the willingness to create mechanisms through continuing education, in order to promote critical reflection spaces faculty, rethinking concepts hitherto thought and / or lived. As theoretical support, we use studies of Abrahão (2006), Antunes (2011, 2012), Bolzan (2009), Bourdieu (2011), Caldart (2012), Charlot (2000), Dufor (2005), Freire (1987, 1997, 2009), Henz (2014), Imbernón (2010), Isaia (2009), Josso (2006), Júnior (2008), Martins (2008), Medonça (2008), Nóvoa (2009), Passeggi, Abrahão e Delory-Momberger (2012), Rocha e Martins (2011), Souza (2006, 2012), Souza e Meireles (2014), among others. The research found the following results as points: a) the existence of symbolic violence in Rural Schools by silencing the practical and collective rural teachers; b) the lack of sensibility of educators and the community at large with the matter of the field; c) the possibility of overcoming this reality using the methodology of the Dialogical Circles Investigative-training and (auto) biographical write, which announce overcoming this set scenario because the same shape in dialogue space and strengthening of the autonomy, hope and establishment of collaborative and collective practices, recognizing the school as a transforming force.