Histórias não silenciadas de professoras: saberes, mobilizações e inclusão
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Data
2021-03-05
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Universidade Estadual Paulista (Unesp)
Resumo
A relação com o saber de mulheres e professoras perpassa os modos de ser e estar na profissão, na construção de suas identidades docentes, nas mobilizações que realizam e nos sentidos que atribuem ao trabalho e a suas práticas na escola atual. Por isso, evidenciam contradições históricas de opressão e exclusão, sendo necessária a construção de um novo projeto de Educação. Esta é a tese proposta nesta pesquisa, cujo objetivo principal foi analisar, por meio de narrativas de professoras, as mobilizações para desenvolver um trabalho pedagógico inclusivo a partir das relações que estabelecem com o saber em suas trajetórias de vida. Histórias de vida narradas por quatro mulheres professoras deram corpo e voz a esta pesquisa. O diálogo com suas vozes e memórias, tendo como base suas relações com o saber, se configura como possibilidade e potência significativa de transformar em terreno fértil um corpo teórico, com diálogos cruzados de vidas, de formações e de práticas de professoras que atuam num cenário atual complexo, que é espaço de grandes debates sobre as profundas mudanças necessárias. A base teórica da pesquisa é orientada pela teoria da relação com o saber de Bernard Charlot. Por tratar de histórias singulares e realidades concretas, busquei conceber esta pesquisa a partir dos pressupostos do método (auto)biográfico, pautando-me, principalmente, em Franco Ferrarotti, por possibilitar investigar identidades e subjetividades dos sujeitos em processos de aprendizagens e desenvolvimento cotidianos. Em relação aos procedimentos, utilizei a entrevista narrativa como dispositivo narrativo autobiográfico. A análise das mobilizações que as professoras realizaram, a partir de suas próprias realidades e no encontro e (ou) estranhamento com os outros, desvela as contradições reais da escola como uma instituição burguesa, que coloca a classe trabalhadora sempre em seu lugar. Mas desvela, também, que a educação inclusiva possibilita reconfigurar esse lugar como o lugar da escuta. Além disso, a análise evidencia dois aspectos fundamentais: a centralidade do trabalho docente – como categoria ontológica – e como ele é fundamental na dimensão da relação com o saber e na mobilização das professoras para uma outra escola inclusiva, bem como para e a luta por direitos. Afirmo que a entrevista narrativa possibilitou para essas quatro mulheres um momento de reflexão sobre si mesmas e de seus lugares, em seus tempos próprios, revelando, também, tensões essenciais para a pensar a escola atual. As quatro histórias mostraram a necessidade de que nós, professoras, por meio de uma pedagogia engajada, conversemos umas com as outras e colaboremos, a partir de nossas experiências, para atravessar fronteiras e criar espaços críticos para intervenções e mudanças. O diálogo e a escuta são modos de intervenção úteis para nosso trabalho cotidiano e para a nossa relação com o saber. Portanto, a interlocução, a partilha e o encontro com as quatro mulheres, professoras e colaboradoras desta tese, potencializaram a essência de que ser professora é estar com pessoas, e a sala de aula e a escola devem se transformar em um ambiente de possibilidades.
The relationship to knowledge of women and teachers permeates the ways of being and being in the profession, in the construction of their teaching identities, in the mobilizations they carry out and in the meanings they attribute to work and their practices in the current school. For this reason, they show historical contradictions of oppression and exclusion, requiring the construction of a new Education project. This is the proposal in this research, whose main objective was to analyze, through teachers' narratives, the mobilizations to develop an inclusive pedagogical work based on the relationships they establish with knowledge in their life trajectories. Life stories narrated by four female teachers gave body and voice to this research. The dialogue with their voices and memories, based on their relations to knowledge, is configured as a possibility and significant power to transform a theoretical body into fertile ground, with crossed dialogues of lives, training and practices of teachers who work in a scenario current complex, which is the site of major debates on the profound changes needed. The theoretical basis of the research is guided by Bernard Charlot's theory of the relationship to knowledge. As it deals with singular histories and concrete realities, I tried to conceive this research based on the assumptions of the (auto) biographical method, based mainly on Franco Ferrarotti, as it made it possible to investigate the subjects' identities and subjectivities in everyday learning and development processes. Regarding the procedures, I used the narrative interview as an autobiographical narrative device. The analysis of the mobilizations that the teachers carried out, based on their own realities and in the encounter and (or) estrangement with others, reveals the real contradictions of the school as a bourgeois institution, which always puts the working class in its place. But it also reveals that inclusive education makes it possible to reconfigure this place as the place of listening. In addition, the analysis highlights two fundamental aspects: the centrality of teaching work - as an ontological category - and how it is fundamental in the dimension of the relationship with knowledge and in the mobilization of teachers for another inclusive school, as well as for and the struggle for rights. I affirm that the narrative interview allowed these four women a moment of reflection about themselves and their places, in their own times, revealing, also, essential tensions to think about the current school. The four stories showed the need for us, teachers, through an engaged pedagogy, to talk to each other and collaborate, based on our experiences, to cross borders and create critical spaces for interventions and changes. Dialogue and listening are useful intervention modes for our daily work and for our relationship with knowledge. Therefore, the interlocution, sharing and meeting with the four women, teachers and collaborators of this thesis, potentiated the essence of being a teacher is to be with people, and the classroom and the school must become an environment of possibilities.
The relationship to knowledge of women and teachers permeates the ways of being and being in the profession, in the construction of their teaching identities, in the mobilizations they carry out and in the meanings they attribute to work and their practices in the current school. For this reason, they show historical contradictions of oppression and exclusion, requiring the construction of a new Education project. This is the proposal in this research, whose main objective was to analyze, through teachers' narratives, the mobilizations to develop an inclusive pedagogical work based on the relationships they establish with knowledge in their life trajectories. Life stories narrated by four female teachers gave body and voice to this research. The dialogue with their voices and memories, based on their relations to knowledge, is configured as a possibility and significant power to transform a theoretical body into fertile ground, with crossed dialogues of lives, training and practices of teachers who work in a scenario current complex, which is the site of major debates on the profound changes needed. The theoretical basis of the research is guided by Bernard Charlot's theory of the relationship to knowledge. As it deals with singular histories and concrete realities, I tried to conceive this research based on the assumptions of the (auto) biographical method, based mainly on Franco Ferrarotti, as it made it possible to investigate the subjects' identities and subjectivities in everyday learning and development processes. Regarding the procedures, I used the narrative interview as an autobiographical narrative device. The analysis of the mobilizations that the teachers carried out, based on their own realities and in the encounter and (or) estrangement with others, reveals the real contradictions of the school as a bourgeois institution, which always puts the working class in its place. But it also reveals that inclusive education makes it possible to reconfigure this place as the place of listening. In addition, the analysis highlights two fundamental aspects: the centrality of teaching work - as an ontological category - and how it is fundamental in the dimension of the relationship with knowledge and in the mobilization of teachers for another inclusive school, as well as for and the struggle for rights. I affirm that the narrative interview allowed these four women a moment of reflection about themselves and their places, in their own times, revealing, also, essential tensions to think about the current school. The four stories showed the need for us, teachers, through an engaged pedagogy, to talk to each other and collaborate, based on our experiences, to cross borders and create critical spaces for interventions and changes. Dialogue and listening are useful intervention modes for our daily work and for our relationship with knowledge. Therefore, the interlocution, sharing and meeting with the four women, teachers and collaborators of this thesis, potentiated the essence of being a teacher is to be with people, and the classroom and the school must become an environment of possibilities.
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Palavras-chave
Relação com o saber, Mobilização docente, Inclusão escolar, (Auto)biografia, Relationship to knowledge, Teaching mobilization, School inclusion, (Auto)biography