Narrativas autobiográficas de professoras que atuam na modalidade de creche: saberes necessários à profissão
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Data
2018-09-28
Autores
Santos, Héllen Thaís [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Apresentam-se, neste trabalho, os resultados da pesquisa vinculada à linha Processos Formativos Infância e Juventude do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia, da Universidade Estadual Paulista Júlio Mesquita Filho, câmpus de Presidente Prudente-SP. A partir do problema de pesquisa – quais saberes emergem das experiências narradas pelas professoras que atuam na modalidade de creche, primeira modalidade da Educação Infantil?– delineou-se o objetivo: seu objetivo principal foi analisar as experiências pessoais e profissionais narradas por professoras da Educação Infantil e relacionar seus saberes. Os objetivos específicos foram explorar as potencialidades das narrativas autobiográficas na perspectiva da abordagem autobiográfica e evidenciar possíveis saberes das professoras que atuam na creche, por meio das experiências narradas. Para alcançar os objetivos propostos, foram realizados levantamento de dissertações e teses acadêmicas que discutem a abordagem biográfica articulada aos saberes dos professores de Educação Infantil, especialmente na modalidade de creche; levantamento dos principais documentos legais e teorias que discutem os saberes de professores da Educação Infantil na modalidade de creche e estudos relativos à abordagem biográfica e, delineamento dos critérios de análise das narrativas autobiográficas em que se exploram as experiências. Como instrumentos de pesquisa foram utilizados três roteiros elaborados em 2012, que deram origem a 12 narrativas autobiográficas apresentadas na dissertação de mestrado. Em 2018 foram novamente entrevistadas duas dessas professoras, que foram convidadas para refletirem sobre suas narrativas realizadas em 2012. Desse modo, como resultados da análise interpretativa realizada em conformidade com Souza (2004) e Ricoeur (1996) foram evidenciados os saberes a partir “das escritas e narrativas de si”. À luz dos estudos de Tardif (2002), foram compreendidos como necessários à prática do professor que atua com crianças de zero a 3 anos, os saberes ligados a interações e brincadeiras; organização do tempo, do espaço e dos materiais; relação com as famílias; trato respeitoso das crianças; compreensão da globalidade da criança; compreensão da vulnerabilidade da criança; linguagem adequada e reciproca entre professora e bebês e crianças pequenas; construção de experiências pessoais e profissionais que se entrecruzam nas práticas. Os saberes plurais foram narrados pelas professoras a partir de sua subjetividade e singularidade, isto é, na dialética de uma vida singular-plural. A partir das narrativas autobiográficas, foram discutidas as possibilidades de pesquisa na perspectiva da abordagem autobiográfica, que se constituiu rica por ter possibilitado a compreensão das experiências pessoais e profissionais elucidando seus saberes, interpretados como necessários à profissão das professoras que atuam com crianças de zero a 3 anos de idade. Aquilo que denominei como dispositivos de pesquisa: memória, lembrança e recordação presentes nas narrativas autobiográficas oral e escrita foram também evidenciados como chaves de compreensão das narrativas, mas indicaram também os limites da pesquisa com narrativas autobiográficas, ou os seus dilemas: o trato com questões ligadas a subjetividade, identidade, temporalidade e o uso abusivo das narrativas autobiográficas. Em todo o processo de análise interpretativa do corpus da pesquisa não houve intenção de categorizar, quantificar e generalizar os resultados, dadas as particularidades e complexidades presentes em cada narrativa e que são as características da perspectiva metodologica utilizada. A presente tese de doutorado contribui para que as instituições formadoras, tanto de formação inicial, continuada ou em serviço, se atentem as vozes destes professores e oferecem a possibilidades de discussão sobre os saberes apresentados.
This research was developed on the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative processes, childhood and youth. The results of the research based on the research problem - which knowledge emerges from the experiences narrated by the teachers who work in the kindergarten modality, the first modality of Early Childhood Education? - outlined the objective: to analyze the personal and professional experiences narrated by teachers of Early Childhood Education who work in daycare mode. The specific objectives were to explore the potential of autobiographical narratives from the perspective of the autobiographical approach and to highlight possible knowledge of the teachers who work in the day care center, through the experiences narrated. In order to reach the proposed objectives, the following steps were carried out: a survey of dissertations and academic theses that discuss the articulated biographical approach to the knowledge of the teachers of Early Childhood Education, especially in day care mode; survey of the main legal documents and theories that discuss the knowledge of teachers of Child Education in the modality of day care and studies related to the biographical approach, and delineation of the criteria of analysis of the autobiographical narratives in which the experiences are explored. In the face of the corpus resulting from the master's work, the doctoral work was proposed. As research instruments were used three scripts elaborated in 2012, which gave rise to 12 autobiographical narratives. In 2018, two of these teachers were again interviewed, who were invited to reflect on their narratives in 2012. Thus, in the interpretative analysis carried out in accordance with Souza (2004) and Ricoeur (1996), the knowledge was evidenced from " narratives of themselves ". In the light of Tardif's (2002) studies, it was understood as necessary to the practice of the teacher who works with children from zero to 3 years, the knowledge linked to interactions and games; organization of time, space and materials; relationship with families; respectful treatment of children; comprehension of the whole child; understanding of the vulnerability of the child; adequate and reciprocal language between teacher and babies and young children; construction of personal and professional experiences that intersect in practice. The plural knowledge was narrated by the teachers from their subjectivity and singularity, that is, in the dialectic of a singular-plural life. From the autobiographical narratives, the possibilities of research were discussed in the perspective of the autobiographical approach, which was rich because it made possible the understanding of personal and professional experiences elucidating their knowledge, interpreted as necessary to the profession of the teachers who work with children from zero to 3 years old. What I have termed as research devices: memory, memory and remembering present in autobiographical oral and written narratives were also evidenced as keys to understanding the narratives, but also indicated the limits of the research with autobiographical narratives, or their dilemmas: the deal with questions linked to subjectivity, identity, temporality and the abusive use of autobiographical narratives. Throughout the process of interpretive analysis of the corpus of the research there was no intention to categorize, quantify and generalize the results, given the particularities and complexities present in each narrative and which are the characteristics of the methodological perspective used.
This research was developed on the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative processes, childhood and youth. The results of the research based on the research problem - which knowledge emerges from the experiences narrated by the teachers who work in the kindergarten modality, the first modality of Early Childhood Education? - outlined the objective: to analyze the personal and professional experiences narrated by teachers of Early Childhood Education who work in daycare mode. The specific objectives were to explore the potential of autobiographical narratives from the perspective of the autobiographical approach and to highlight possible knowledge of the teachers who work in the day care center, through the experiences narrated. In order to reach the proposed objectives, the following steps were carried out: a survey of dissertations and academic theses that discuss the articulated biographical approach to the knowledge of the teachers of Early Childhood Education, especially in day care mode; survey of the main legal documents and theories that discuss the knowledge of teachers of Child Education in the modality of day care and studies related to the biographical approach, and delineation of the criteria of analysis of the autobiographical narratives in which the experiences are explored. In the face of the corpus resulting from the master's work, the doctoral work was proposed. As research instruments were used three scripts elaborated in 2012, which gave rise to 12 autobiographical narratives. In 2018, two of these teachers were again interviewed, who were invited to reflect on their narratives in 2012. Thus, in the interpretative analysis carried out in accordance with Souza (2004) and Ricoeur (1996), the knowledge was evidenced from " narratives of themselves ". In the light of Tardif's (2002) studies, it was understood as necessary to the practice of the teacher who works with children from zero to 3 years, the knowledge linked to interactions and games; organization of time, space and materials; relationship with families; respectful treatment of children; comprehension of the whole child; understanding of the vulnerability of the child; adequate and reciprocal language between teacher and babies and young children; construction of personal and professional experiences that intersect in practice. The plural knowledge was narrated by the teachers from their subjectivity and singularity, that is, in the dialectic of a singular-plural life. From the autobiographical narratives, the possibilities of research were discussed in the perspective of the autobiographical approach, which was rich because it made possible the understanding of personal and professional experiences elucidating their knowledge, interpreted as necessary to the profession of the teachers who work with children from zero to 3 years old. What I have termed as research devices: memory, memory and remembering present in autobiographical oral and written narratives were also evidenced as keys to understanding the narratives, but also indicated the limits of the research with autobiographical narratives, or their dilemmas: the deal with questions linked to subjectivity, identity, temporality and the abusive use of autobiographical narratives. Throughout the process of interpretive analysis of the corpus of the research there was no intention to categorize, quantify and generalize the results, given the particularities and complexities present in each narrative and which are the characteristics of the methodological perspective used.
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Palavras-chave
Educação, Educação infantil, Professor de educação infantil, Creche, Saberes, Abordagem autobiográfica, Narrativas autobiográficas, Memória, Childhood teacher, Nursery, You know, Autobiographical approach, Autobiographical narratives, Memory