Egressos da pedagogia : implicações de tempos e temporalidades na formação docente

Abstract

This research integrates the educational studies focused on the field of formation of educators. It has as object of study the formation of the educators who have finished their university education on the Pedagogy Institute of the Federal University of Mato Grosso – campus Cuiabá. Based on this texture, the formation of the educators is assumed on the perception of multiple processes of formation, formal and non-formal, personal, social and professional. Studies of this educational line in which counted on epistemologically interlace time, temporality and professional formation of the educators, have not yet been carried out. The research aims at contributing to the discussion on the formation of educators based on the conception of the permanent formation of other formative times and temporalities that are woven inside and outside the university. Based on this viewpoint and considering the studied object of the research, it was asked as guiding questions: what are the professional perceptions of the educators of the Pedagogy course? How do time and temporality permeate the professional formation in Pedagogy? In what way is the professional formation of a group of educators constituted in time and temporality? What relations or formative understandings may be established between the formation and Gastón Pineau's tripology? In order to tension these questions, it was chosen as the main objective of the study, to understand the implications of time and temporality in the weaving of the bond and resignification of the professional formation of educators of the Pedagogy course, as well as, examining their professional constitution beyond the time and hegemonic temporalities that will condition their educational labor. In theoretical terms, of multiple concepts about times and temporalities, the studies counted on the concepts of Merleau-Ponty (2006; 1999), Norbert Elias (1998), Pineau (2010; 2006; 2005; 2003), Prigogine (2011; 1990), Passos (2005; 2003) Patrick Paul (2014; 2009), among others researchers. In order to understand the multiple processes that constitute the formation of the educators, it was used the contributions of García (2009; 1999), Pineau (2010; 2005; 2003), Paul; Pineau (2005), Nóvoa (2016; 2009; 1995; 1992), Shulman (2016; 2014); Zeichner (2013; 2008), Roldão (2014; 2008; 2007; 2004); Tardif (2002). Regarding to the Pedagogy area, its historical route and intercrossed constitution with formation-education context, the study counted on the thoughts of Saviani (2012), Gauthier and Tardif (2014), Aranha (1996), Brzezinski (2006; 1996), among others researchers. This study was guided by a qualitative direction. It was chosen as the methodological route a tissue used by the Andean peoples called aguayo. It was assumed aguayo as a metaphor and as a methodological and phenomenological instrument. This metaphor tool was used as inspiration and guidance to weave the paths of research. It was used this resource from the arrangement of the data concerning the human/professional formative understandings of the time and temporality of the educators on their interlacing of the bio textures forms of alive and livid aguayo. This movement allowed to reveal some comprehensive findings on the studied theme of professional educators‘ formation. In the space-time delimitation of the research, it was conducted an exploratory bibliographic review and a documentary study based on the 2006 Curricular Guidelines of Pedagogy. Based on this orientation, it was examined the Pedagogical Guidelines of the Federal University of Mato Grosso, precisely the Pedagogy course, campus Cuiabá. Subsequently, it was conducted two surveys for data gathering. One survey was characterized as a quantitative type, and gave support to trace the number of graduates in two formative educational years (2009 and 2013); the other of exploratory, character, helped to find who these participants were and where they were. Finally, it was done a semi-structured interview involving 30 participants, covering this way both educational periods. The interviews were consisted of compositions which were later called bio textures. Concerning the field research procedure, it was used three dimensions: personal, initial formation and professional work which were interlaced by multiple times and temporalities, as well as, it was considered the guiding traces which gave support to construct the research based on the bio textures. Regarding the analysis of the findings, it was done a comprehensive bio textures of thirty participants. Concerning the elements termed times and temporalities, present in the analyzed bio textures and situated in a macro and microsocial, cultural and educational context, it was observed that the pedagogical actions/reflections are guided by knowledge. In this context, such knowledge is permeated by conflicts between the chrónos relative to the social and personal spheres. It is also mediated by a technology resulted from a chronoperformatic and schizochronic culture, which imposes conditions on educators‘ formation which, recontextualize facing challenges on their professional performance, as well as, imposes resistance and resignified subjectivities. The conclusions pointed a need of a understanding concerning multiple processes, both initial and permanent formation, personal times that intertwine social and formative times, consequently, opening space to temporalities, assuming human and professional formation as an endless becoming, a new chronoform synchronizer, reconciling the times and temporalities of the being on the perception in the formation in view of a struggled schizocrony.