Name: VIRGINIA MIRANDA PEREIRA
Publication date: 15/12/2023
Examining board:
Name |
Role |
|---|---|
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Advisor |
Summary: The present work is the result of a qualitative research study, with theoretical-methodological and epistemological centrality in the scope of the biographical method, based on the use of biographical narrative approaches to life stories, in light of the contributions of Josso (2004; 2007; 2010a; 2010b), Dominicé (2010), Delory-Momberger (2012; 2016), Bolívar (2002), Goodson (2019), Nóvoa (1995; 1997; 2012; 2017; 2019), Passeggi (2011; 2016), Souza (2006; 2014), among others. The general objective is to investigate the processes of training physical education teachers for teaching in early childhood education, aiming to understand how they weave and give meaning to their educational actions, considering the formative experiences situated in the aesthetic, cultural, and socio-professional dimensions, based on their own narratives. To this end, as data generation instruments, we conducted narrative interviews with five physical education teachers who work in the early childhood education in the municipality of Vila Velha/ES. The theoretical framework used to guide the researched empirical field was developed taking into account the understanding that the process of becoming a physical education teacher of young children requires seeking other formative logics, with the contributions of Ayoub and Ehernberg, 2020; Figueiredo, 2004, 2010; Góes, 2021; Loponte, 2010, 2013, 2014, 2017; Loureiro, 2022; Ostetto, 2011; Ostetto and Silva, 2018; who, by broadly addressing the processes of training and constituting teachers, bring to the field the possibility of considering art, culture, and consequently, aesthetic experiences as fundamental and challenging elements of this process. Based on this formative perspective, we found in Larrosa, 2002, 2017, 2022; and Josso, 2010a, 2010b; subsidies to think the pair experience/meaning and elaborate reflections on the concept of experience, formative experience, as well as on the subject of experience and physical education teacher training. The analysis of the narratives of the "reference-recollections" of the collaborating teachers in this study was inspired by the comprehensive-interpretive analysis method advocated by Souza (2006; 2014). The analysis of the "reference-recollections" allowed us to identify some formative experiences based on the aesthetic and cultural dimensions of education; at other times, life events distanced themselves from the possibility of "having" and "making" experiences, some approaching anti-experience, entertainment, and automatism, when they undermine the possibilities of readings, reflection, listening to the ways of thinking of others and children. Thus, it was observed that the paths of becoming a teacher who works in children's education involve the interest in seeking changes and learning, in an internal and external movement, and that initial and continuing training agencies need to offer training opportunities that allow for the engendering of other corners of experience. Finally, the study highlighted the need to pay a little more attention to the aesthetic and cultural dimension of education, as we suppose that such experiences can contribute, to some extent, to reconsider, for example, the truths that individuals construct about the world and about things in the world, while the manifestations/expressions of Art, Culture, and aesthetic experiences can broaden the ways in which individuals think and connect to knowledge. This implies a greater openness and exposure of individuals to experiences, in order to construct thoughts that help them break with some formative models to which they are subjected throughout their life and training trajectory.
