A atuação profissional do pedagogo técnico no Instituto Federal de Educação de Mato Grosso (IFMT) : entre narrativas singulares e plurais

Abstract

ABSTRACT: The present investigation is linked to the research line School Organization, Training, and Pedagogical Practices of the Postgraduate Program in Education of the Federal University of Mato Grosso. The interest for the theme "The professional performance of the Technical Pedagogue in the Federal Institute of Education of Mato Grosso (IFMT): between singular and plural narratives" was constituted from personal-social and professional experiences and, especially, as a Pedagogue in IFMT since 2008. It is understood that the experiences of Pedagogues in the institution build professional development, involve dilemmas, but also potentialities, so it is important to consider senses and meanings of being a Pedagogue in IFMT. The question is: how does the Technical Administrative Pedagogue of IFMT build their Professional Development from their performance? The objective was: "to understand the Professional Development built by Technical Administrative Pedagogues in IFMT based on their performance", which required to situate the trajectory of the Pedagogues participating in the research; to understand challenges, dilemmas and potentialities experienced in the performance; to apprehend how the official-documental narratives, the micro and macro contexts cross narratives of the Pedagogue's action and to interpret how the relationships that this professional establishes with the school community occurs. In theoretical and methodological terms, the study was based on the qualitative approach of Clandinin and Connelly's narrative research. The field texts were composed of a set of narratives, which together composed the narrative unit about the development of Pedagogues in IFMT. The interpretative reflections were guided by the conceptions of training as Professional Teacher Development (PDD), of teaching in a broad perspective, and of identity as Processes of Identification. Thematic axes were chosen corresponding to the dimensions of PDD related to the personal, the professional and the context. The composition of meanings of the experiences reveals that the Pedagogues exercise teaching, build senses and meanings of singular and plural Professional Development, imbricated in specific socio-historical, temporal and spatial contexts of IFMT, crossed by different relations established with the management, with the teachers and with the Technical Staff in Educational Subjects (TAE). The Professional Development for technical Pedagogues requires considering the quality of the experiences lived in their professional performance, as well as understanding that they are articulated in the dimensions of personal-social and shared formations. The performance of the Pedagogue is done as a theoretical and investigative field of education and pedagogical work that takes place in the social praxis, without dichotomies between technical functions and teaching. Another important point concerns the official-documental narratives. The analyses pointed out that they were translated by each Pedagogue in a particular, subjective way, indicating that they translate the official narratives in favor of a professional performance closer to a critical and human conception of becoming a Pedagogue. In this context, it would be a potentializer of continued formation policies, of institutional guidelines that articulate personal and performance demands with a view to identification processes that culminate in formative experiences for democracy and social justice.

RESUMEN: La presente investigación está vinculada a la línea de investigación Organización Escolar, Formación y Prácticas Pedagógicas del Programa de Postgrado en Educación de la Universidad Federal de Mato Grosso. El interés por el tema "El desempeño profesional del Pedagogo Técnico en el Instituto Federal de Educación de Mato Grosso (IFMT): entre narrativas singulares y plurales" se constituyó a partir de experiencias personales-sociales y profesionales y, especialmente, como Pedagoga en el IFMT desde 2008. Se entiende que las experiencias de los Pedagogos en la institución construyen desarrollo profesional, involucran dilemas, pero también potencialidades, por lo que es importante considerar sentidos y significados de ser Pedagogo en el IFMT. La pregunta es: ¿cómo el Pedagogo Técnico Administrativo del IFMT construye su Desarrollo Profesional a partir de su desempeño? O objetivo foi: "compreender o Desenvolvimento Profissional construído por Pedagogos Técnicos Administrativos no (IFMT) a partir de sua atuação", o que requirdeu situar a trajetória dos Pedagogos participantes da pesquisa; entender desafios, dilemas e potencialidades experenciados na atuação; apreender como as narrativas oficiais-documentais, os contextos micro e macro atravessam narrativas da ação do Pedagogo e interpretar como se dão as relações que este profissional estabelece com a comunidade escolar. En términos teóricos y metodológicos, el estudio se basó en el enfoque cualitativo de la investigación narrativa de Clandinin y Connelly. Os textos de campo foram compostos por um conjunto de narrativas que, em conjunto, compõem a unidade narrativa sobre o desenvolvimento dos Pedagogos no IFMT. Las reflexiones interpretativas se guiaron por las concepciones de formación como Desarrollo Profesional Docente (DDP), de enseñanza en una perspectiva amplia, y de identidad como Procesos de Identificación. Se eligieron ejes temáticos correspondientes a las dimensiones del DDP relacionadas con lo personal, lo profesional y el contexto. La composición de significados de las experiencias revela que los Pedagogos ejercen la docencia, construyen sentidos y significados de Desarrollo Profesional singulares y plurales, imbricados en contextos socio-históricos, temporales y espaciales específicos del IFMT, atravesados por diferentes relaciones establecidas con la dirección, con los docentes y con los Técnicos en Sujetos Educativos (TAE). El Desarrollo Profesional para Pedagogos técnicos requiere considerar la calidad de las experiencias vividas en su desempeño profesional, así como comprender que ellas se articulan en las dimensiones de las formaciones personalessociales y compartidas. El desempeño del Pedagogo se hace como un campo teórico e investigativo de la educación y del trabajo pedagógico que se realiza en la praxis social, sin dicotomías entre las funciones técnicas en cuanto a la enseñanza. Otro punto importante se refiere a las narrativas oficiales-documentales. Los análisis señalaron que éstas fueron traducidas por cada Pedagogo de forma particular y subjetiva, indicando que él traduce las narrativas oficiales a favor de una actuación profesional más próxima de una concepción crítica y humana del ser Pedagogo. En este contexto, sería un potencializador de políticas de formación continuada, de directrices institucionales que articulen demandas y desempeños personales visando procesos de identificación que culminen en experiencias formativas para la democracia y la justicia social.