Narrativas, experiências e singularidades de docentes que formam doutores para a área de Educação em Ciências e Matemática na Amazônia

• Autor(a) principal: Pinho, Uiara Mendes Ferraz de
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5393
• topic: Narrativas; (Auto)biografia; Formação docente; Experiências; Singularidades; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Narratives; (Auto)biography; Teacher training; Experiencies; Singularities

ABSTRACT: The present research presents approaches on narratives about the formative trajectory of teachers, especially teachers who work/worked in the Postgraduate Program of the Amazon Science and Mathematics Teaching Network (REAMEC), takes as a principle, the discovery of singularities and experiences, in addition to highlighting the formative path of each one throughout life. The narratives stand out from the (auto)biography of academic memorials, books, videos, and interviews. The research is guided by the following problem question: How did have the teachers/trainers/researchers who work/worked in the Postgraduate Program for the training of doctors in Science and Mathematics Education at REAMEC become the teachers they are today? In this way, from the life trajectories of these trainers and the perceived, felt, and reflected experiences, the following thesis is defended: “Education is a process of singularization that takes place in the encounter with difference and not in the recognition or constitution of identities”. The theoretical framework is based on a view about the subjectivities and singularities of the participants and uses authors such as Michael Foucault and complemented with the post-critical view of identity presented by Tomaz Tadeu da Silva, in addition to other authors. The methodology used in this study is qualitative research with a narrative approach, based on Clandinin and Conelly, based on the analysis of (auto)biographies and the use of memorials. The narratives were obtained through academic memorials, books, and interviews, narrated by the participants. By using the (auto)biographical narrative method itself, we used, to complement the analysis of the memorials, the cartographic method based on the subjectivity and singularities of Félix Guattari and Suely Rolnik, together with the cartography on research and production of subjectivities by Eduardo Passos, Virginia Kastrup, and Liliana da Escóssia. The observations regarding the (auto)biographical narratives of the investigated teachers demonstrate the beauty of teaching, recorded in the details of the training experience, which are intertwined in the processes of how each one became a teacher in a unique way. The trajectories are presented in different and unique ways, each with their own way of thinking and acting in education, which allowed the construction of knowledge in the training process of so many other teachers, masters, and doctors, trained by them. Each one has different formative roots, but together, they nurtured the formation of several individuals, who also became teachers through their contributions. The investigated teachers are significant to the development chain in Science and Mathematics Education in the North region. Therefore, the present study has great relevance for education, as it deeply reveals the training experiences of these teachers, built in the past, but which are manifested and produced in the present.