ProJovem Urbano do municipio de Várzea Grande – MT : trajetórias e percursos formativos de professores

Abstract

This study delineated in narrative research is anchored in the acquaintance of formation as professional development, which implies dimensions: personal, professional, organizational, contextual, a temporal continuity (GARCÍA, 1999; PINEAU, 2003; IMBERNÓM,2010; ROLDÃO, 2004; MONTEÍRO, 2003). For conceptualization, questioning and theoreticalmethodological research narrative support me in Ricoeur, 2005, 2011; Connlley and Clandinin, 2011; Nóvoa, 1992 and 1995; Souza, 2010. The narrative research enables the insertion in training so that the teacher becomes the center of the process; her voice resignified gains new conceptualizations/reconceptualizations a dialogical praxis (FREIRE, 1996, 2005, 2010). The narrative movement takes us grasp the singular universal dialectically mediated by subjectivity and intersubjectivity (FERRAROTI, 2010; VAZ, 2011). The narrative movement takes us grasp the singular universal dialectically mediated by subjectivity and intersubjectivity (FERRAROTTI, 2010; VAZ, 2011). The subject teacher is here understood in the perspective of social justice and multiculturalism pointing to a field of teacher education (ZEICHNER, 1991). The objective of the research is to understand the pathways and trajectories of teacher-trainers in the context of the Programme Projovem Urban through their narratives, seeing as this is professional. Defined as research subjects five teachers-trainers, which are from different areas of knowledge (mathematical sciences, natural sciences, humanities, languages and areas of teacher area vocational technical education). We built tree axes of analysis: knowing the trajectories teachers: identifying the experiences of some teachers and the learning derived from training contexts of teachers in Projovem Urban. The narratives lead us to interpretive readings where explicit our intersubjectivities therefore the possibilities of understanding the universal context from the uniqueness of teacher subjectivity. The voices of teachers-trainers can play an important role in changing for the better quality of education and teacher education in the process of theorizing practice ownership experiences in historical context and critical for teachers. We propose as axes analysis: personal and professional experiences and learning derived from training contexts in Projovem Urban. The teachers demonstrate that the ethical, aesthetic and political, are part of their life time, making a difference. It takes greater emphasis on writing itself, because it is the exercise of reflection becomes stronger subjective and intersubjective. In Projovem Urban social change in teaching practice permeated social justice must also be that professional.