Tecendo a docência nas diferenças culturais : processos de identificação docente no Instituto Federal Campus Coari - Amazonas

Abstract

This is a study on the complexity of Teacher Professional Development in the face of the characterization of the Federal Network of Professional, Scientific and Technological Education and the implementation of the Federal Institute of Education, Science and Technology of Amazonas in the City of Coari, inside of the State. The characteristics of the Federal Institute and the diverse reality of the interior of Amazonas place teachers between school cultures and local cultures that are foreign to their training, which implies different identifications. The objective is to understand the processes of identification of a group of professors from the Coari campus in the face of the differences and cultural encounters experienced in the place. To this end, we seek to know the meaning of the experiences and stories reported by the teachers and my personal history; apprehend the tensions and conflicts present; to interpret how teachers build and (re)build their professionalism and discuss possible relationships between interculturality and training in the field of research. The narrative research method, initiated by Canadian authors Clandinin and Connelly, is adopted as a possibility to understand the phenomenon of the experiences reported by the participants. Ten professors from the Coari campus participated in the research, from different origins, genders, age groups, areas of activity, levels and modalities of training, in short, singular individuals understood in different times, places and social relationships. In addition to in-depth interviews and conversation circles, the researcher participates in daily life on the campus in a situated period, experiencing and recording different experiences, accessing documents that help compose the field texts that support the research text. We navigate in the field of Teacher Professional Development, understood as a broad and continuous training process that permeates the educational life of teachers, as studied by Marcelo García, Christopher Day, Fernández-Cruz, among others. The insertion in the field of research demanded to understand the participants as displaced subjects in contemporary times, which led to the theoretical framework on cultural studies in modernity, with the concerns of Stuart Hall, Zygmunt Bauman, Tomaz Tadeu da Silva, among others. To move in the field of interculturality, dialogues are made with Vera Maria Ferrão Candau, Reinaldo Fleuri, Catherine E. Walsh, among others. We sought a research text composed from the phenomenon investigated in dialogue with the selected theoretical support, evidencing a possibility of significant learning about DPD in the studied context and about the processes of teaching and institutional identification, with the support and power of the narrative research to move in these fields. It was found that the identifications in the field of research are made by the experience in the scope of the ontological and epistemological aspects that characterize the Institution, followed by a narrative and relational pedagogical practice, based on the intercultural perspective, which requires reflection and action, conscious and continuous, with the move away from the desire to build an identity.