Entre fios, retalhos e tramas: tecituras narrativas dos grupos de estudos e pesquisas como tempo/lugar de formação docente na Amazônia Legal

Abstract

This research looks at teacher training and professional development in higher education, with a focus on degree courses in physical education and their identity processes, highlighting the life narratives and experiences of teachers who lead study and research groups, recognizing them as a formative time/place for teaching. As a general objective, I sought to understand how the experiences lived in the study and research groups contribute to teacher training and performance in Physical Education degree courses in the Legal Amazon region. In this way, I pursued to approach the theoretical-methodological assumptions of biographical, autobiographical, life story and narrative research approaches. The initial theoretical approaches dealt with the themes: professional teacher development, teacher training; narrative and autobiographical approaches and identity processes, referenced by: Abraão; Bauman; Bragança; Clandinin and Connelly; Cunha; Day; Garcia; Hall; Josso; Mizukami; Nóvoa; Passeggi; Souza, among others. The context of the research took place in the study and research groups in Physical Education at Federal Universities in the Legal Amazon region. Partnerships were established with the leaders of five research groups linked to the following institutions: UFMA, UNIFAP, UFAC, UFAM and UFT. I used narrative interviews based on Jovchelovitch and Bauer, focusing on the collaborators/co authors' life stories and the relationship with becoming a teacher, the identity processes constituted from the teachers' experiences and the research groups' formative trajectory. Eight interviews were conducted, one with each research group leader, but only five were reviewed by the collaborators and used for the narrative compositions. The text is shaped by the creation of the metaphor “craftsmanship” (basketry and sewing) with which I establish conceptual associations between the central elements of the research and give shape and structure to the text. The thesis is organized into sections that I have called “balaios”, considered as the time/place (collection, selection, treatment, organization and formation) of the “narrative scraps” (memories, recollections and experiences) that make up our life story. “Sewing” is taken as a movement of articulation and interweaving of patches, making it possible to compose different formative weavings (patchwork quilts). These choices are linked and aligned with my lived experiences and my life story. I advocate training that is supported by these different collective spaces, recognizing them as the “balaios”, the time/place for training teachers. The metaphor of the “bucket” is particularly appropriate for translating the complexity, diversity and formative potential of the groups studied, each contributing unique pieces of knowledge, experiences and challenges. Through narrative research, I can see that, as well as the possibility of collecting, selecting, processing and organizing the narrative pieces, there are also movements to align, interlace and weave together these pieces that are part of our processes of identifying teaching, of becoming a teacher, of professional teacher development, in which we (trans)form ourselves in relation to others and to the world.