Mobilizações de narrativas na (e para a) formação de professores: potencialidades no (e a partir do) Programa Institucional de Bolsas de Iniciação à Docência
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Data
2019-02-25
Autores
Tizzo, Vinícius Sanches [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Elaborar uma compreensão sobre as mobilizações de narrativas e suas abordagens na (e para a) formação de professores no âmbito dos subprojetos Pibid, da Unesp/Rio Claro, foi o objetivo desta pesquisa. Elegeu-se o Pibid como cenário a ser investigado por se tratar de uma política pública de formação de professores e porque se verificou, por meio de uma análise do projeto institucional da Unesp (Unesp-Pibid, 2013), que muitos de seus subprojetos apresentavam propostas de formação com abordagens narrativas. Para tanto, sob os pressupostos da História Oral na Educação Matemática, lançamos um olhar para as ideias que envolvem o trabalho com narrativas no processo de formação formal de professores, tendo como disparador de perspectivas, entrevistas realizadas com os professores coordenadores de área de seis diferentes subprojetos Pibid da Unesp/Rio Claro, a saber: Educação Física, Física, Geografia, Interdisciplinar/EJA, Matemática e Pedagogia. Por meio do estudo dessas entrevistas, buscamos compreender como as narrativas vêm sendo mobilizadas em processos formativos no âmbito do Pibid da Universidade Estadual Paulista, campus de Rio Claro. A pesquisa tende a contribuir com os trabalhos do Grupo História Oral e Educação Matemática – Ghoem, do qual o pesquisador é integrante, e com uma de suas linhas de pesquisa, intitulada História Oral, Narrativas e Formação de Professores: pesquisa e intervenção, cujo objetivo principal é o de elaborar, aplicar e analisar estratégias alternativas para a formação de professores que ensinam Matemática considerando, dentre tais estratégias, a História Oral e, mais amplamente, as narrativas sobre a escola. Em linhas gerais, esta pesquisa sinaliza que a potência do trabalho com narrativas em processos de formação de professores está atrelada a uma política da narratividade, que compreende uma dimensão ética, porque respeita a visão de mundo dos envolvidos; também estética, pois propõe um estilo de escrita, modos de se elaborar a narrativa; e política, porque diz respeito ao empoderamento pessoal. Nesse sentido, o trabalho com narrativas não se trata de uma imposição, mas opera como oficinas de experimentação que tem potência de criação de realidades que permitem aos futuros professores acessarem aspectos de sua própria constituição que talvez de outro modo nem fosse possível.
Elaborating an understanding of narrative mobilizations and their approaches to (and for) teacher training within the scope of the Unesp/Rio Claro Pibid subprojects was the objective of this research. The Pibid was chosen as the scenario to be investigated for being a public policy of teacher training and because, through an analysis of Unesp's institutional project (Unesp-Pibid, 2013), many of its subprojects presented training proposals with narrative approaches. Therefore, under the assumptions of Oral History in Mathematics Education, we take a look at the ideas that involve the work with narratives in the process of formal teacher training, taking as a perspective trigger, interviews with teachers coordinators of area of six different Pibid subprojects of Unesp/Rio Claro, namely: Physical Education, Physics, Geography, Interdisciplinary/EJA, Mathematics and Pedagogy. Through the study of these interviews, we sought to understand how the narratives have been mobilized in formative processes within the scope of the Pibid of the Universidade Estadual Paulista, campus of Rio Claro. The research tends to contribute to the work of the Group Oral History and Mathematical Education – Ghoem, of which the researcher is a member, and one of his lines of research, entitled Oral History, Narratives and Teacher Training: research and intervention, whose The main objective is to elaborate, apply and analyze alternative strategies for the formation of teachers who teach mathematics considering, among these strategies, Oral History and, more broadly, the narratives about the school. In general terms, this research indicates that the power of work with narratives in teacher training processes is linked to a narrative policy, which includes an ethical dimension, because it respects the world view of those involved; also aesthetic, because it proposes a style of writing, ways of elaborating the narrative; and politics, because it concerns personal empowerment. In this sense, the work with narratives is not an imposition, but operates as experimental workshops that have the power to create realities that allowed future teachers to access aspects of their own constitution that might not otherwise be possible.
Elaborating an understanding of narrative mobilizations and their approaches to (and for) teacher training within the scope of the Unesp/Rio Claro Pibid subprojects was the objective of this research. The Pibid was chosen as the scenario to be investigated for being a public policy of teacher training and because, through an analysis of Unesp's institutional project (Unesp-Pibid, 2013), many of its subprojects presented training proposals with narrative approaches. Therefore, under the assumptions of Oral History in Mathematics Education, we take a look at the ideas that involve the work with narratives in the process of formal teacher training, taking as a perspective trigger, interviews with teachers coordinators of area of six different Pibid subprojects of Unesp/Rio Claro, namely: Physical Education, Physics, Geography, Interdisciplinary/EJA, Mathematics and Pedagogy. Through the study of these interviews, we sought to understand how the narratives have been mobilized in formative processes within the scope of the Pibid of the Universidade Estadual Paulista, campus of Rio Claro. The research tends to contribute to the work of the Group Oral History and Mathematical Education – Ghoem, of which the researcher is a member, and one of his lines of research, entitled Oral History, Narratives and Teacher Training: research and intervention, whose The main objective is to elaborate, apply and analyze alternative strategies for the formation of teachers who teach mathematics considering, among these strategies, Oral History and, more broadly, the narratives about the school. In general terms, this research indicates that the power of work with narratives in teacher training processes is linked to a narrative policy, which includes an ethical dimension, because it respects the world view of those involved; also aesthetic, because it proposes a style of writing, ways of elaborating the narrative; and politics, because it concerns personal empowerment. In this sense, the work with narratives is not an imposition, but operates as experimental workshops that have the power to create realities that allowed future teachers to access aspects of their own constitution that might not otherwise be possible.
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Palavras-chave
Pibid, História oral, Educação matemática, Oral history, Mathematical education