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A história de si dos professores de Batuva : palavras transpassadas por outras palavras no espaço-tempo da travessia da formação e transformação
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O presente trabalho de investigação visa contribuir para o aprofundamento da compreensão do processo de educação e formação, centrado nos professores da Comunidade Remanescente do Quilombo Batuva, numa perspectiva autobiográfica, singular, subjetiva, simbólica e contextual. Para compor os dados empíricos foram constituídas duas autobiografias por meio de entrevistas, privilegiando o discurso narrativo no espaço-tempo da memória evocados nas entrevistadas e a escuta atenta da investigadora. O discurso autobiográfico constitui o dado empírico da evidência. Para além de que, foram incorporados como fontes documentais, estudos teóricos e relatos tomados na perspectiva da “escrita de si”, assim como a autobiografia publicada de um professor quilombola (atualmente aposentado). Tais documentos permitiram entrelaçar as tramas das autobiografias constituídas por meio das entrevistas, assim como permitiram analisar o objeto numa perspectiva longitudinal. A escrita de si da investigadora, se ocupou de apresentar e explicar o contexto da investigação. As autobiografias revelaram que a educação e a formação dos professores inseridos na Comunidade Remanescente de Quilombo Batuva, em meio rural, advêm de um processo permanente e contextualizado, que considera a “ilusão” do lugar, que na perspectiva de Foucault (1986) remete a um “espaço outro”. É resultante do conjunto das experiências vividas ao longo do espaço-tempo, da educação formal (sob a preponderância da EJA), da educação informal, da educação não formal, das aprendizagens situacionais, da autoformação (a força do Eu) e do sentido que lhes atribuem. Se refere à totalidade subjetiva (essência) constituída por um processo formativo permanente e existencial. Este estudo evidenciou a importância da abordagem autobiográfica para a compreensão da subjetividade, das representações simbólicas, das potencialidades da formação experiencial, da educação informal, da aprendizagem no e pelo trabalho, do estudo dos sujeitos em seu contexto. Daí ressaltar a força do discurso para a abordagem subjetiva constituída na intencionalidade da consciência em permanente dialeticidade.
This research aims to contribute to the deepening of the understanding of the education and training process, centered on the teachers of the Quilombo Batuva Remnant Community, in an autobiographical, singular, subjective, symbolic and contextual perspective. To compose the empirical data, two autobiographies were constituted through interviews, privileging the narrative discourse in the space-time of the memory evoked in the interviewees and the attentive listening of the researcher. The autobiographical discourse considered constitutive of the empirical data of the evidence. In addition, documentary sources, theoretical studies and reports taken from the perspective of "self-writing", as well as the published autobiography of a quilombola teacher (currently retired) were incorporated as documentary sources. These documents allowed us to interweave the frames of the autobiographies constituted through the interviews, as well as allowed to launch the object from a longitudinal perspective. The investigator's self-writing was concerned with presenting and explaining the context of the investigation. It was evidenced that the education and training of teachers inserted in the Quilombo Batuva Remnant Community, in rural areas comes from a permanent and contextualized process, which considers the heterotopia of the place. It is the result of all the experiences lived through space-time, formal education, informal education, non-formal education, situational learning, self-formation (the strength of the Self) and the meaning attributed to them. It refers to subjective totality (essence). This study evidenced the importance of the autobiographical approach to the comprehension of subject subjectivity, its symbolic representations, its potentialities, experiential formation, informal education, learning in and through work. Hence the emphasis of the discourse force on the subjective approach constituted in the intentionality of consciousness in permanent dialectic.
This research aims to contribute to the deepening of the understanding of the education and training process, centered on the teachers of the Quilombo Batuva Remnant Community, in an autobiographical, singular, subjective, symbolic and contextual perspective. To compose the empirical data, two autobiographies were constituted through interviews, privileging the narrative discourse in the space-time of the memory evoked in the interviewees and the attentive listening of the researcher. The autobiographical discourse considered constitutive of the empirical data of the evidence. In addition, documentary sources, theoretical studies and reports taken from the perspective of "self-writing", as well as the published autobiography of a quilombola teacher (currently retired) were incorporated as documentary sources. These documents allowed us to interweave the frames of the autobiographies constituted through the interviews, as well as allowed to launch the object from a longitudinal perspective. The investigator's self-writing was concerned with presenting and explaining the context of the investigation. It was evidenced that the education and training of teachers inserted in the Quilombo Batuva Remnant Community, in rural areas comes from a permanent and contextualized process, which considers the heterotopia of the place. It is the result of all the experiences lived through space-time, formal education, informal education, non-formal education, situational learning, self-formation (the strength of the Self) and the meaning attributed to them. It refers to subjective totality (essence). This study evidenced the importance of the autobiographical approach to the comprehension of subject subjectivity, its symbolic representations, its potentialities, experiential formation, informal education, learning in and through work. Hence the emphasis of the discourse force on the subjective approach constituted in the intentionality of consciousness in permanent dialectic.
Descrição
Tese de mestrado, Educação (Área de especialidade em Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Autobiografia Subjectividade Experiência Educação de adultos Heterotopia Teses de mestrado - 2018