A construção da voz autora do professor-narrador: uma experiência de formação de professores no cotidiano escolar
Carregando...
Arquivos
Data
2018-05-12
Autores
Santos, Renata Araujo Moreira dos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa trata da importância das narrativas e da produção coletiva de professores na formação continuada na escola, como caminhos possíveis para a construção da autoria e das identidades de artista/professor/pesquisador. A formação realizada na escola Vila do Aprender, na região sul da cidade de São Paulo, fez-se por um período de três anos (2015-2017). Com o intuito de investigar os aspectos acima mencionados, propôs conexões com a pesquisa sobre a A/r/tography, desenvolvida pela professora Rita Irwin, além de considerar as teorias desenvolvidas por teóricos como, Paulo Freire, John Dewey, Cecília Almeida Salles, Jorge Larrosa, Jan Masschelein e Jacques Rancière, que contribuíram para compor caminhos que consideram a escola, a experiência, a criação/processos e a pesquisa, como campos que possibilitam a construção da autoria na formação de professores. Com a realização de dois encontros quinzenais de formação com e entre as professoras, vivenciamos propostas que envolveram escuta, partilha de narrativas, uso de diferentes linguagens, realização de estudos teóricos e práticos, contextos de interpretação e representação e a criação e produção coletiva. Esse trabalho foi composto pela experiência vivida com e no grupo, atrelada à perspectiva teórica que orientou a pesquisa. Os procedimentos utilizados para a coleta de dados foram análise das produções, a voz/interpretação das professoras e as ações que evidenciram os deslocamentos. Destaca-se nesse processo o fortalecimento da voz das professoras, as experiências de criação como terreno de autoria e pesquisa e a ressignificação da postura aprendiz e formadora nos processos pessoais de formação.
The present research deals with the importance of narratives and the collective production of teachers in the continuous formation in the school, as possible ways for the construction of the authorship and the identities of artist / professor / researcher. The training held at Vila do Aprender school, in the southern region of the city of São Paulo, was carried out for a period of three years (2015 - 2017). In order to investigate the aforementioned aspects, he proposed connections with the research on A / r / tography, developed by Professor Rita Irwin, besides considering the theories developed by theorists like Paulo Freire, John Dewey, Cecília Almeida Salles, Jorge Larrosa, Jan Masschelein and Jacques Rancière, who contributed to compose paths that consider school, experience, creation / processes and research as fields that make it possible to construct authorship in teacher education. With two bi-weekly training sessions with and among teachers, we experienced proposals that involved listening, sharing of narratives, use of different languages, theoretical and practical studies, contexts of interpretation and representation, and collective creation and production. This work was composed by the experience lived with and in the group, linked to the theoretical perspective that guided the research. The procedures used for the data collection were analysis of the productions, the voice / interpretation of the teachers and the actions that showed the displacements. I emphasize in this process the strengthening of the voice of teachers, the experiences of creation as a field of authorship and research, and the re-signification of the apprentice and formative position in the personal processes of formation.
The present research deals with the importance of narratives and the collective production of teachers in the continuous formation in the school, as possible ways for the construction of the authorship and the identities of artist / professor / researcher. The training held at Vila do Aprender school, in the southern region of the city of São Paulo, was carried out for a period of three years (2015 - 2017). In order to investigate the aforementioned aspects, he proposed connections with the research on A / r / tography, developed by Professor Rita Irwin, besides considering the theories developed by theorists like Paulo Freire, John Dewey, Cecília Almeida Salles, Jorge Larrosa, Jan Masschelein and Jacques Rancière, who contributed to compose paths that consider school, experience, creation / processes and research as fields that make it possible to construct authorship in teacher education. With two bi-weekly training sessions with and among teachers, we experienced proposals that involved listening, sharing of narratives, use of different languages, theoretical and practical studies, contexts of interpretation and representation, and collective creation and production. This work was composed by the experience lived with and in the group, linked to the theoretical perspective that guided the research. The procedures used for the data collection were analysis of the productions, the voice / interpretation of the teachers and the actions that showed the displacements. I emphasize in this process the strengthening of the voice of teachers, the experiences of creation as a field of authorship and research, and the re-signification of the apprentice and formative position in the personal processes of formation.
Descrição
Palavras-chave
Arte e educação, Experiência, Narrativa, Autoria, Identidade, Formação de professores, Art and education, Experience, Narrative, Authorship, Identity, Teacher training