Trajetórias docentes: memórias de alfabetizadoras do município de Naviraí/MS (1965 a 1985)

Abstract

This doctoral thesis starts from the perspective that the formation of literacy teachers occurs in different times and formative spaces, being able to be both individually and collectively, because at the same time that the individual has his/her particularities and his/her individual processes in learning a profession, he also belongs to a social group in which he relates interdependently with their pair and group to which he belongs. The thesis is that the experiences of the life trajectory of literacy teachers transform their practice as a teacher, consciously or unconsciously, and influence their conceptions and knowledge in the ways of learning and teaching. The text was organized into three sections and started from the life trajectories, training and performance of a teacher and three lay teachers who worked in literacy in Naviraí/MS, from 1965 to 1985, in order to write from their memories and other sources, the stories of literacy in this municipality The basic premise of this research lies in recalling, via oral history, the life stories of these teachers, since childhood, in an attempt to unveil an untold story: the constitution of teaching since the teacher's childhood and how life experiences and training are expressed in practice. The discussions were anchored in studies such as those by Norbert Elias to support the process of local civilization, as well as the relationships of interdependence established in the life stories of the collaborators, seeking to understand the ways in which these individuals were socially constituted, the place that occupy and the meanings of the profession and its pedagogical practices. Through their personal and professional trajectories, the process of individualization and socialization in the social groups in which they worked, it was possible to reflect on the permanence, ruptures, changes and paths of the teaching career. Reconstructing the life trajectories of these subjects, having their narratives as a starting point, meant recovering senses and meanings that gave the lived experiences elements for reflection on the process of learning to read and write. The memories of the literacy teachers made it possible to weave discussions about the civilization process in the municipality of Naviraí/MS, in addition to understanding the different paths of action and training of lay teachers from/in the multigrade schools in the municipality's countryside area.