Vozes com rostos, reluzentes silhuetas: histórias de vida, formação e atuação docente de mulheres educadoras da região de Ouro Preto – MG
Data
2021-10-27
Autores
Oliveira, Iara Leticia Leite de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A composição desta tese é permeada por vivências e encontros que me fizeram chegar a duas temáticas pelas quais me interesso: a formação de professores(as) e as narrativas. O estudo é fruto de histórias, lutas, memórias, tempos e espaços, vivências, formação e atuação docente femininas nos entornos da segunda metade do século XX, em um cenário que, embora seja específico desta investigação, a região de Ouro Preto – Minas Gerais, representa também elementos de uma escala maior, o contexto educacional, político, econômico, geográfico, social e histórico de nosso país. Nesse contexto, o objetivo geral foi tecer compreensões sobre o percurso em que nove professoras aposentadas tornaram-se docentes, na região de Ouro Preto, considerando essas emaranhadas com/em espaços e tempos de vida. A escolha pelas mulheres se deu pelo fato de querermos conhecer as histórias que são contadas por elas. Para isso, lançamos mão da pesquisa qualitativa nos direcionando pelos pressupostos da metodologia da História Oral, praticada na perspectiva do Grupo História Oral e Educação Matemática (Ghoem). Tal mobilização nos permite criar narrativas, em conjunto com as colaboradoras, a partir de entrevistas gravadas, e então tecer compreensões sobre elas, em busca de colaborar com a linha de inquérito História da Educação (Matemática). De modo geral, ao problematizarmos aspectos dessas histórias de vida, observamos desafios, entraves e possibilidades de formação e atuação das educadoras na região de Ouro Preto. As docentes destacam as dificuldades em relação ao acesso às poucas instituições de ensino relacionadas, principalmente, aos fatores geográficos e financeiros. No que diz respeito às experiências vivenciadas na sala de aula, como alunas ou professoras, sinalizam algumas características quanto à organização do espaço escolar, aos materiais utilizados, às especificidades de algumas disciplinas escolares, aos modos como os(as) professores(as) conduziam às aulas e às ações de ensino implementadas por elas como docentes. No cenário educacional, a Igreja Católica exercia forte influência, tanto na Educação Básica, quanto no Ensino Superior; além disso, a docência era a única opção para aquelas que desejavam dar continuidade aos estudos ou ter uma profissão. Alguns atravessamentos sinalizam ainda um processo que procurou construir uma ideia de feminino e, em associação a esta, a fabricação de corpos (dóceis) femininos de professoras. Por último, as histórias de vidas dessas educadoras constituem um repertório que compartilha práticas do ensino e da aprendizagem em espaços de formação e atuação que trafegam entre o presente e o passado, entre a tradição e a invenção. Essas narrativas são, portanto, um potente instrumento formativo e de diálogo que nos possibilitam refletir sobre o passado e operar no tempo presente com as problemáticas atuais e singulares a determinados contextos, contribuindo, por conseguinte, para o entendimento de questões no âmbito da história da formação de professores(as) no Brasil.
The composition of this thesis is permeated by experiences and encounters that led me to two themes I am interested in: teacher education and narratives. The study is the result of stories, struggles, memories, times and spaces, experiences, training and performance of female teachers in the surroundings of the second half of the 20th century, in a scenario that, although specific to this research, the region of Ouro Preto, Minas Gerais, also represents elements of a larger scale, the educational, political, economic, geographic, social and historical context of our country. In this context, the general objective was to understand the path in which nine retired female teachers became teachers in the region of Ouro Preto, considering the entangled ones with/in spaces and times of their lives. The choice for these women was due to the fact that we wanted to know the stories they tell. To do so, we used qualitative research guided by the assumptions of the Oral History methodology, practiced in the perspective of the Oral History and Mathematics Education Group (Ghoem). Such mobilization allows us to create narratives, together with the collaborators, from recorded interviews, and then to weave comprehensions about them, in an attempt to collaborate with the History of Mathematics Education line of inquiry. In general, when we problematized aspects of these life stories, we observed challenges, obstacles and possibilities of formation and performance of the educators in the region of Ouro Preto. The teachers highlight the difficulties in relation to the access to the few educational institutions related, mainly, to geographical and financial factors. As far as their experiences in the classroom, as students or teachers, they point out some characteristics regarding the organization of the school space, the materials used, the specifics of some school subjects, the ways teachers conducted the classes, and the teaching actions implemented by them as teachers. In the educational scenario, the Catholic Church exerted a strong influence, both in Elementary Education and in Higher Education; besides, teaching was the only option for those who wanted to continue their studies or have a profession. Some crossings also indicate a process that sought to build an idea of femininity and, associated to this, the manufacturing of (docile) female bodies of female teachers. Finally, the life stories of these educators constitute a repertoire that shares teaching and learning practices in spaces of training and performance that travel between the present and the past, between tradition and invention. These narratives are, therefore, a powerful formative and dialogical tool that allow us to reflect on the past and operate in the present time with the current and unique problems of certain contexts, contributing, therefore, to the understanding of issues in the field of the history of teacher education in Brazil.
The composition of this thesis is permeated by experiences and encounters that led me to two themes I am interested in: teacher education and narratives. The study is the result of stories, struggles, memories, times and spaces, experiences, training and performance of female teachers in the surroundings of the second half of the 20th century, in a scenario that, although specific to this research, the region of Ouro Preto, Minas Gerais, also represents elements of a larger scale, the educational, political, economic, geographic, social and historical context of our country. In this context, the general objective was to understand the path in which nine retired female teachers became teachers in the region of Ouro Preto, considering the entangled ones with/in spaces and times of their lives. The choice for these women was due to the fact that we wanted to know the stories they tell. To do so, we used qualitative research guided by the assumptions of the Oral History methodology, practiced in the perspective of the Oral History and Mathematics Education Group (Ghoem). Such mobilization allows us to create narratives, together with the collaborators, from recorded interviews, and then to weave comprehensions about them, in an attempt to collaborate with the History of Mathematics Education line of inquiry. In general, when we problematized aspects of these life stories, we observed challenges, obstacles and possibilities of formation and performance of the educators in the region of Ouro Preto. The teachers highlight the difficulties in relation to the access to the few educational institutions related, mainly, to geographical and financial factors. As far as their experiences in the classroom, as students or teachers, they point out some characteristics regarding the organization of the school space, the materials used, the specifics of some school subjects, the ways teachers conducted the classes, and the teaching actions implemented by them as teachers. In the educational scenario, the Catholic Church exerted a strong influence, both in Elementary Education and in Higher Education; besides, teaching was the only option for those who wanted to continue their studies or have a profession. Some crossings also indicate a process that sought to build an idea of femininity and, associated to this, the manufacturing of (docile) female bodies of female teachers. Finally, the life stories of these educators constitute a repertoire that shares teaching and learning practices in spaces of training and performance that travel between the present and the past, between tradition and invention. These narratives are, therefore, a powerful formative and dialogical tool that allow us to reflect on the past and operate in the present time with the current and unique problems of certain contexts, contributing, therefore, to the understanding of issues in the field of the history of teacher education in Brazil.
Descrição
Palavras-chave
Narrativas de educadoras, Formação docente, Trajetórias profissionais, História oral, Educação Matemática, Narratives of educators, Teacher training, Professional trajectories, Oral History, Mathematics Education